I am very excited this year because, for the first time in years, I am not teaching Latin IV students and Advanced Placement students in the same room at the same time. I have handled this situation well in the past but was never very happy with the idea. I have tried different approaches to this arrangement, including splitting the class and teaching each half separately with separate curricula, while the other half completes assignments, projects, or groupwork, and teaching both halves together, the same curriculum, but having different "levels" of expectations and requirements. I prefer the latter, and had the most success doing so.
Now that I have each level in separate classes, I don't have to make special requirements or divide myself or my attention: AP Latin is cruising through Vergil's Aeneid and there's no looking back at the dust we are leaving behind, and Latin IV is reviewing and handling items of grammar and syntax (some advanced) and cutting their teeth on authentic Latin literature. Happiness all around... almost... but more about that later.
In Latin IV this year we are reading and translating from Caesar's De Bello Gallico... an author and work that I am embarrassed to admit that I have ignored for more than a decade. I have plans to revisit Pliny and Cicero (returning to the much neglected prose authors) and then move on to Ovid's Ars Amatoria (after blowing the dust off of those textbooks as well). Basically I plan to revisit authors and works *I* haven't read for a while... Vergil, Catullus, Ovid, and Horace are great authors and I wouldn't ditch them for the world but I'll leave those for the APs and we IVs can snuggle up with the others.
Now for the downside... I am in the wonderful situation where numbers are not a problem -- I owe that to lots of hard work and interesting, challenging classes. Last year I was given a schedule which included two Latin IV/AP classes: one on "A" day and one on "B" day (we operate on an alternating day block schedule). This arrangement allowed two options for a student to fit Latin into his or her schedule. Essentially almost everyone was a happy customer. This year, though, we offer Latin IV on "A" day and AP Latin on "B" day. Due to several "singleton" classes (most of them APs) and band, some upper-level Latin students were not able to take the class of their choice, or (miserabile dictu!) did not take Latin at all!
I was not willing to take on any students in independent and/or individual instruction because I have four preparations (which sometimes morph into six when the classes on "A" and "B" get on different paces), an active Latin Club and certamen teams, department responsibilities as chair, professional activities outside of school, and a family with two active and busy children.
Which teaching situation do I prefer? I must honestly admit that the jury is still out.
Saturday, October 14, 2006
Monday, October 02, 2006
Have Column, Will Photo
For so long the Temple of Antoninus and Faustina was the first site I visited after entering the Forum Romanum. Back in the day you had to enter from the Via del Fori Imperiali and actually pay 12,000 lire... Now things have changed and this entrance (and paying to enter) have become a thing of the past. As it should be, entrance into the forum is now free BUT your freedom is much more restricted. Unfortunately, you now must remain within an enclosed space and see the sites from a short distance. Frustrating it is, but I guess I understand. It is always disappointing, though, that few sightseers actually venture into the forum and fewer still really understand what they are looking at. In case you were interested, my favorite entrance now into the forum is down from the Capitoline Hill and near the Mamertine Prison (Tullianum). The best exit remains walking past the Arch of Titus and into the plaza containing the Colosseum. Oh yeah... that's where the crowds are!
I posted this photograph, taken in July 2005, because I was feeling guilty that I hadn't written in a while. I must make more of an effort!
Tuesday, August 29, 2006
"Latin Word Order Doesn't Matter..."
I hear repeatedly from my students that they have been taught that Latin word order does not matter. I gasp and reply that Latin word order makes all the difference!
A little bit of background first -- I teach Latin II, III, IV, AP Latin Literature, and AP Latin: Vergil. Strange to say, I have not taught Latin I in well over a decade! I regularly get my students from four different Latin I teachers and then lead them upward as far as they are willing and able to go.
I have come to the conclusion that I will have to approach these teachers and address this issue as a fundamental understanding of the Latin language. Since I am not known particularly for my tact, I will have to proceed gently and bring up the subject at the appropriate time.
I tell my Latin II and III students (when we complete our Compositio Hodierna) that the Romans did not have punctuation, did not underline their words, did not have bold print or italics, but relied upon word order to show emphasis and contribute to the meaning.
An example readily made itself available today as we began our reading of Caesar's De Bello Gallico in Latin IV. After encouraging my advanced students to read and translate in Latin word order (left to right, NOT hunting for the subject and verb, as I am so accustomed to do), we came across in the very first paragraph,
Gallos ab Aquitanis Garumna flumen, a Belgis Matrona et Sequana dividit.
When a student asked, "Why did the sentence begin with an accusative?" and scratched his head, I, remembering the conversation I had had with Latin II just the class period before, seized the opportunity to discuss the meaning and importance of Latin word order. I told them that the most important positions in the Latin sentence was the first and last words and that everything in between simply filled in the meaning. So, in our sentence from Caesar, the emphasis was on "the Gauls" and what happened to them (dividit), not so much on the names of the actual rivers, although that information was still important.
I have frequently had this conversation with my AP students when we are analyzing poetry, but I have never really taught this to my lower level students for whom this information is just as important. Now if I can just tell the Latin I teachers who send me their students...
A little bit of background first -- I teach Latin II, III, IV, AP Latin Literature, and AP Latin: Vergil. Strange to say, I have not taught Latin I in well over a decade! I regularly get my students from four different Latin I teachers and then lead them upward as far as they are willing and able to go.
I have come to the conclusion that I will have to approach these teachers and address this issue as a fundamental understanding of the Latin language. Since I am not known particularly for my tact, I will have to proceed gently and bring up the subject at the appropriate time.
I tell my Latin II and III students (when we complete our Compositio Hodierna) that the Romans did not have punctuation, did not underline their words, did not have bold print or italics, but relied upon word order to show emphasis and contribute to the meaning.
An example readily made itself available today as we began our reading of Caesar's De Bello Gallico in Latin IV. After encouraging my advanced students to read and translate in Latin word order (left to right, NOT hunting for the subject and verb, as I am so accustomed to do), we came across in the very first paragraph,
Gallos ab Aquitanis Garumna flumen, a Belgis Matrona et Sequana dividit.
When a student asked, "Why did the sentence begin with an accusative?" and scratched his head, I, remembering the conversation I had had with Latin II just the class period before, seized the opportunity to discuss the meaning and importance of Latin word order. I told them that the most important positions in the Latin sentence was the first and last words and that everything in between simply filled in the meaning. So, in our sentence from Caesar, the emphasis was on "the Gauls" and what happened to them (dividit), not so much on the names of the actual rivers, although that information was still important.
I have frequently had this conversation with my AP students when we are analyzing poetry, but I have never really taught this to my lower level students for whom this information is just as important. Now if I can just tell the Latin I teachers who send me their students...
Saturday, August 12, 2006
Unpacking the Year
Experienced teachers report for duty on Wednesday, August 16. There will be a week of greetings, meetings, and crafting plans for the upcoming school year. It is a ritual I have experienced 19 times before. As I begin my 20th year of teaching, it should be "old hat" by now, but, gratefully, it is not.
I returned to school this last Monday and spent the week moving boxes, unpacking, and decorating my classroom. I like coming in early and taking care of the aesthetic issues -- it sets the stage, creates the mood, and gives me an opportunity to ease into the year.
Many teachers complain at the end of the year that packing up is such a waste of time, particularly since we have to unpack it all again at the beginning of the year. I understand the need for cleaning, reassigning rooms, and keeping things in order, but I enjoy unpacking for another reason. As I pull items out of boxes and place books back on shelves, it gives me an opportunity to revisit each item, re-evaluate its purpose, and weed out those things which no longer make the cut. More importantly, it also provides me with the time to reminisce -- yesterday I found a stack of Latin Club photographs I took several years ago of students I had almost forgotten. Revisiting the past provides great incentive for the future. Isn't that a lot of what we do in Latin class?
Now I can commit my time to writing lesson plans, creating handouts, and giving attention to the World Languages Department (I am the department chair) and assisting our new teachers (this year we have four in our department!). And the students arrive on the 23rd!
I returned to school this last Monday and spent the week moving boxes, unpacking, and decorating my classroom. I like coming in early and taking care of the aesthetic issues -- it sets the stage, creates the mood, and gives me an opportunity to ease into the year.
Many teachers complain at the end of the year that packing up is such a waste of time, particularly since we have to unpack it all again at the beginning of the year. I understand the need for cleaning, reassigning rooms, and keeping things in order, but I enjoy unpacking for another reason. As I pull items out of boxes and place books back on shelves, it gives me an opportunity to revisit each item, re-evaluate its purpose, and weed out those things which no longer make the cut. More importantly, it also provides me with the time to reminisce -- yesterday I found a stack of Latin Club photographs I took several years ago of students I had almost forgotten. Revisiting the past provides great incentive for the future. Isn't that a lot of what we do in Latin class?
Now I can commit my time to writing lesson plans, creating handouts, and giving attention to the World Languages Department (I am the department chair) and assisting our new teachers (this year we have four in our department!). And the students arrive on the 23rd!
Monday, July 31, 2006
And they all came tumbling down!
This is a picture of the tumbled columns from the Temple of Zeus in Olympia, Greece. It was taken by a student (Kimberly A.) on our trip in 2004.Did you ever wonder... What would the ancient Greeks and Romans think about our preservation and veneration of their ruins? Would they laugh? Would they be surprised? Would they be disappointed?
Saturday, July 29, 2006
Those Seemly Summer Assignments
I have given summer assignments this year for the very first time. I have done so with hesitation and still feel very uncomfortable about the whole thing. These assignments are for my 2006-2007 Advanced Placement Vergil students only.
I have long believed that holidays were time away from work and school and have always given all my students the assignment of putting their books in their lockers until school was back in session.
Now I have given in to gentle pressure and expectations that summer assignments are a good and necessary thing. I was quite surprised when, at the end of the last AP Vergil course in 2005, my students suggested that they would have been happier and had an easier go of the AP Vergil course if they were already well-acquainted with the Aeneid before they began translating and critiquing it. They were actually disappointed that they had not received a summer assignment!
So what I have done? I collected the e-mail addresses of all my AP students so that we could remain in contact. I gave them each a copy of a Mandelbaum's translation of Vergil's Aeneid and told them that they needed to read the entire work, including the introduction and notes in the back. I then randomly assigned one of the books of the Aeneid to each student (I have 23 students so there is some overlap) and had them generate an outline of that book. They need to send that outline to me by August 1 and I will collate them all into a larger outline which I will return to them before the start of school on August 23. I have also posted a list of terms about content and background from the Aeneid which they will need to know for their major content test soon after school begins! Furthermore, each student will need to write a general essay on the life and times of the poet Vergil and turn it in on the first day of school! Ack!
My biggest concern at this point revolves around the realm of "What if...". What if the student does not meet the August 1 deadline? What if they don't do the essay? What if they do not read the Aeneid over the summer? Does that mean they start out at the beginning of the year with a zero or two and already far behind? We shall see...
All of this reflects the prevailing attitude of students toward AP classes and the work required in them. I must admit that I am not a fan of AP classes and would not be terribly disappointed if they were outlawed and ceased to exist. Imagine how surprised (and a little disturbed) I was when, several years ago, I asked my advanced Latin students if they would be disappointed if there was no AP Latin. They said that they wouldn't be... they would just take some other AP class instead!
I have long believed that holidays were time away from work and school and have always given all my students the assignment of putting their books in their lockers until school was back in session.
Now I have given in to gentle pressure and expectations that summer assignments are a good and necessary thing. I was quite surprised when, at the end of the last AP Vergil course in 2005, my students suggested that they would have been happier and had an easier go of the AP Vergil course if they were already well-acquainted with the Aeneid before they began translating and critiquing it. They were actually disappointed that they had not received a summer assignment!
So what I have done? I collected the e-mail addresses of all my AP students so that we could remain in contact. I gave them each a copy of a Mandelbaum's translation of Vergil's Aeneid and told them that they needed to read the entire work, including the introduction and notes in the back. I then randomly assigned one of the books of the Aeneid to each student (I have 23 students so there is some overlap) and had them generate an outline of that book. They need to send that outline to me by August 1 and I will collate them all into a larger outline which I will return to them before the start of school on August 23. I have also posted a list of terms about content and background from the Aeneid which they will need to know for their major content test soon after school begins! Furthermore, each student will need to write a general essay on the life and times of the poet Vergil and turn it in on the first day of school! Ack!
My biggest concern at this point revolves around the realm of "What if...". What if the student does not meet the August 1 deadline? What if they don't do the essay? What if they do not read the Aeneid over the summer? Does that mean they start out at the beginning of the year with a zero or two and already far behind? We shall see...
All of this reflects the prevailing attitude of students toward AP classes and the work required in them. I must admit that I am not a fan of AP classes and would not be terribly disappointed if they were outlawed and ceased to exist. Imagine how surprised (and a little disturbed) I was when, several years ago, I asked my advanced Latin students if they would be disappointed if there was no AP Latin. They said that they wouldn't be... they would just take some other AP class instead!
Thursday, July 27, 2006
The Colosseum in Profile
The Flavian Amphitheater, looking good after a decent scrubbing, in July 2001. The first time or two I saw the Colosseum (early to middle 1980's), it was much dirtier and covered with layers of soot. It has been interesting watching Rome get cleaner and greener these past twenty-four years.
Saturday, July 22, 2006
The Philosopher's Kitchen
My wife is a librarian and this makes for a dangerous combination for a marriage (an embarrassing and hopelessly out of touch combo, if you ask our thirteen-year-old daughter).
Anyhow, my wife brought to my attention a wonderful book: The Philosopher's Kitchen: Recipes from Ancient Greece and Rome for the Modern Cook by Francine Segan (Random House, Inc., 2004). This cookbook contains recipes (I believe) students would actually eat. There is no talk of lark tongues, sow's bladders, or peacock brains (which, unfortunately, most students then choose to remember and confirm the general public's views of "typical" Roman food which always ends up in the "vomitorium") but reasonable and realistic items. Even more impressive, many recipes have photographs of the final product, making them look very tempting and enjoyable.
Anyhow, my wife brought to my attention a wonderful book: The Philosopher's Kitchen: Recipes from Ancient Greece and Rome for the Modern Cook by Francine Segan (Random House, Inc., 2004). This cookbook contains recipes (I believe) students would actually eat. There is no talk of lark tongues, sow's bladders, or peacock brains (which, unfortunately, most students then choose to remember and confirm the general public's views of "typical" Roman food which always ends up in the "vomitorium") but reasonable and realistic items. Even more impressive, many recipes have photographs of the final product, making them look very tempting and enjoyable.
The table of contents lists:
- Ad Gustum: Appetizers
- Fire: Soups and Stews
- Earth: Salads and Vegetables
- Water: Seafood
- Air: Poultry
- Macellum: Meats
- Panis: Breads
- Ambrosia: Desserts
- Menus and Entertaining
Opening the book at random, one finds "Herb Crisps" (p.186):
- A quote from Aesop
- A short introduction to the recipe with reference to the photograph on an earlier page
- The modern recipe
- The original recipe (from Chrysippus)
- And the entry ends with a item of interest (which are delightfully scattered throughout the textbook) which mentions how the ancient Egyptians kneaded bread with their feet.
This book is a must-have for any teacher who makes food a part of the classroom experience or anyone who loves to cook!
Also tempting... the author has penned Shakespeare's Kitchen. Now I have to find that one too!
*The fine print: I have no connection with Francine Segan or Random House Books. This is not a spam promotion. I merely found this delightful book and wanted to share the excitement.
Thursday, June 29, 2006
Classic(al) Superman
My family and I took in a matinee of the latest Superman movie today (Superman Returns) and we thoroughly enjoyed it. I could not help but pick up on the obvious and less-than-obvious classical references and allusions in the film (keep reading -- I promise not to divulge anything important to the story of the film):
- Lex Luthor, haughtily revealing his latest plot, explains that Prometheus stole fire from the gods and gave it to man, thus providing our first technology.
- Lex continues to explain that the Romans conquered the world by building roads.
- When the massive globe atop the Daily Planet totters and falls, Superman races to the rescue and catches it, striking a wonderful Hercules pose.
- Superman falls to Earth from the heavens and reminds me of the fall of Hephaestus.
- Not exactly classical, the the film absolutely drips with Christian symbolism and references.
Even if you're not into sci-fi flicks, you may like this film. Check out the reviews and go see it!
Tuesday, June 20, 2006
It never rains in Italy in the summertime...
I had taken eight trips to Italy during what everyone would consider "the summer months" and had never experienced any rain. So, wise guy that I am, I always told my students that they never had to worry about umbrellas or ponchos when they packed for the trip. Leave it to Iuppiter Pluvius to prove me wrong on our trip in 2005! It was a summer cooler than normal and we experienced periods of heavy rain a couple of days during our trip. The key was to stay positive and remind the students how fortunate they were not to have to experience Italy in all its dusty and sweaty glory. I also enjoyed seeing wildflowers blooming in the Forum in July and Italy dressed in an uncharacteristic green instead of its usual golden brown.
Monday, June 19, 2006
Taking Stock of the School Year
I have just completed my 19th year of teaching and, to be sure, it was the hardest one to date. I attribute this difficulty to several changes: 1) our school system started alternating-day block scheduling this year and we had to pick up an extra class (upping our total from 5 to 6); 2) this was my first year serving as department chair (and there were not a few unusual difficulties); and 3) this was the 2nd year for our new school and the "first-year" excitement and enthusiasm is gone and we have settled into the system as another cog in the machine.
Even before the end of the school year I began to think and plan for next year. Every job should have a "summer break" to allow employees and (indeed) management the time to reflect on what is working and what isn't and what can and should be changed. This is my task for the summer and I'll start now...
What is working? I have many students who are successful in and excited about their study of Latin. They can pick up a passage of Latin, from Ecce Romani, if they are in Latin II, or from Martial, Catullus, Ovid, and Horace, if they are from Latin III through AP, and read it, translate it, and understand it. What is more, there are some who even enjoy it! Furthermore, I have students who are busy preparing projects and cramming for certamen for the upcoming National Junior Classical League convention in the end of July. They don't have to do this, but they go out of their way and pay lots of money for the opportunity to do so. Finally, I have two very dear students who just graduated and are planning to study Latin and the classics in college and they are planning to become Latin teachers! While I can't claim credit for their desire to become Latin teachers (they came to our new school with their minds already made up), I can rest comfortably that I did not dissuade them in their ambition during their last two years in high school. A few other new graduates also tell me that they will continue taking Latin in college just for the fun of it. Do I hear angels singing?
What is not working? I have some students on the other end of the spectrum who hate Latin, really dislike me, and ended the year with very low averages or even failed the class. These are students who tell me (as do their parents) that Latin is their only low grade and that their Latin grade was bringing down their GPA. Now, I learned many years ago that there is no way to have or make everyone satisfied or happy and I will not even attempt it, but this always leaves me pondering what I could do better or how I can help my students out. I do know that I could do a much better job grading papers and getting them back to the students. I could be more proactive and contact parents sooner or more frequently when a student is struggling or even sinking.
What can and should be changed? The biggest thing here is staying organized, staying on top of all the paperwork and administrivia that comes my way. All too often the end of the day comes (after make up work, Latin Club, certamen practice, etc.) and I gather up all the things that need to be done and shove them in my bag to be carted home. Sometimes I pull these items out at home and give them some attention and sometimes these items, having never seen the light of the lamp, simply enjoy the ride back to school. In either case, I take the precious time, if any is available, to reshuffle the papers and get them back into their requisite piles. This has got to stop. I found that forcing myself to stay even later after school (until 5 p.m. or more) to handle these papers gave me the opportunity to handle them, file them, or discharge them without having to sift and sort. Likewise, using this time to grade papers and them into the class folders for the next day makes grading more efficient and convenient. I can them make my way home and enjoy my family without the thoughts of all this pulp and ink hanging over my head. Ask any teacher, he or she certainly knows what Damocles felt! This fall I will certainly continue this practice of addressing work at work and taking time for myself at home. I will not be naive to believe that I will never do work at home anymore, but I can definitely lighten the load and be reasonable in the understanding of what I can actually accomplish at home in the evening.
What else can and should be changed? I will make the effort to have those students who need extra help stay after school and receive the help they need. I have always waited until they initiate the call for help, but some wait until the problem has become a crisis or don't even ask at all. Since we now have block scheduling (90 minute classes every other day) and I have more of a clue how this set up works, I am considering breaking up the time in class and and differentiating activities in such a way that those who need reteaching or more practice can receive it from me in a special help group and those who wish and need to excel can have the opportunity to work on special projects or assignments before we reconvene for new material, checking activities, or otherwise moving ahead. I can set aside time after school to set up tutoring sessions for those who desire them. I can seek out volunteers from my advanced students to help teach, reteach, review, and practice.
Now comes the task of making it all happen. I will revisit these thoughts as the summer comes to a close and the new school year starts ramping up. Now is the luscious time for thought, reflection, tinkering, and trashing. Send in the clowns!
Even before the end of the school year I began to think and plan for next year. Every job should have a "summer break" to allow employees and (indeed) management the time to reflect on what is working and what isn't and what can and should be changed. This is my task for the summer and I'll start now...
What is working? I have many students who are successful in and excited about their study of Latin. They can pick up a passage of Latin, from Ecce Romani, if they are in Latin II, or from Martial, Catullus, Ovid, and Horace, if they are from Latin III through AP, and read it, translate it, and understand it. What is more, there are some who even enjoy it! Furthermore, I have students who are busy preparing projects and cramming for certamen for the upcoming National Junior Classical League convention in the end of July. They don't have to do this, but they go out of their way and pay lots of money for the opportunity to do so. Finally, I have two very dear students who just graduated and are planning to study Latin and the classics in college and they are planning to become Latin teachers! While I can't claim credit for their desire to become Latin teachers (they came to our new school with their minds already made up), I can rest comfortably that I did not dissuade them in their ambition during their last two years in high school. A few other new graduates also tell me that they will continue taking Latin in college just for the fun of it. Do I hear angels singing?
What is not working? I have some students on the other end of the spectrum who hate Latin, really dislike me, and ended the year with very low averages or even failed the class. These are students who tell me (as do their parents) that Latin is their only low grade and that their Latin grade was bringing down their GPA. Now, I learned many years ago that there is no way to have or make everyone satisfied or happy and I will not even attempt it, but this always leaves me pondering what I could do better or how I can help my students out. I do know that I could do a much better job grading papers and getting them back to the students. I could be more proactive and contact parents sooner or more frequently when a student is struggling or even sinking.
What can and should be changed? The biggest thing here is staying organized, staying on top of all the paperwork and administrivia that comes my way. All too often the end of the day comes (after make up work, Latin Club, certamen practice, etc.) and I gather up all the things that need to be done and shove them in my bag to be carted home. Sometimes I pull these items out at home and give them some attention and sometimes these items, having never seen the light of the lamp, simply enjoy the ride back to school. In either case, I take the precious time, if any is available, to reshuffle the papers and get them back into their requisite piles. This has got to stop. I found that forcing myself to stay even later after school (until 5 p.m. or more) to handle these papers gave me the opportunity to handle them, file them, or discharge them without having to sift and sort. Likewise, using this time to grade papers and them into the class folders for the next day makes grading more efficient and convenient. I can them make my way home and enjoy my family without the thoughts of all this pulp and ink hanging over my head. Ask any teacher, he or she certainly knows what Damocles felt! This fall I will certainly continue this practice of addressing work at work and taking time for myself at home. I will not be naive to believe that I will never do work at home anymore, but I can definitely lighten the load and be reasonable in the understanding of what I can actually accomplish at home in the evening.
What else can and should be changed? I will make the effort to have those students who need extra help stay after school and receive the help they need. I have always waited until they initiate the call for help, but some wait until the problem has become a crisis or don't even ask at all. Since we now have block scheduling (90 minute classes every other day) and I have more of a clue how this set up works, I am considering breaking up the time in class and and differentiating activities in such a way that those who need reteaching or more practice can receive it from me in a special help group and those who wish and need to excel can have the opportunity to work on special projects or assignments before we reconvene for new material, checking activities, or otherwise moving ahead. I can set aside time after school to set up tutoring sessions for those who desire them. I can seek out volunteers from my advanced students to help teach, reteach, review, and practice.
Now comes the task of making it all happen. I will revisit these thoughts as the summer comes to a close and the new school year starts ramping up. Now is the luscious time for thought, reflection, tinkering, and trashing. Send in the clowns!
Wednesday, May 17, 2006
Living the Happy Life
I offered this poem to my Latin III students recently. They dutifully translated it, but, as it should be, they did not appreciate the message:
Martial X.47: "Living the Happy Life" Vitam quae faciant beatiorem, Iucundissime Martialis, haec sunt: Res non parta labore, sed relicta; Non ingratus ager, focus perennis; Lis numquam, toga rara, mens quieta; Vires ingenuae, salubre corpus; Prudens simplicitas, pares amici; Convictus facilis, sine arte mensa; Nox non ebria, sed soluta curis; Non tristis torus, et tamen pudicus; Somnus, qui faciat breves tenebras: Quod sis, esse velis nihilque malis; Summum nec metuas diem nec optes.And here is my (somewhat free) translation:
Martial, my good man, these things make for a happier life: stuff not gotten from work, but left to you; a happy garden, always a fire in the stove; never being called to court, a little-used suit, a mind at peace; free-born strength, a healthy body; straight-talking wisdom and friends who feel the same way; modest entertainment, simple food; not partying all night, but free from cares; not sleeping alone, but not around either; dreams which make the night pass quickly: may you want to be who you are and long for nothing; may you neither dread your final day nor look forward to it.Certainly words of wisdom which could have been typed by anyone seeking to shut out the frenzy of the modern world and not penned by someone over 1,900 years ago.
Tuesday, May 16, 2006
Cheering for Compositions
Composition, the translation of English into Latin, has long been a chore for students learning Latin. I've always enjoyed the mental exercise and find it to be a useful teaching activity. What other assignment requires students to apply everything they've practiced and learned in one, neat, little package? My students, though, can find it tedious and even frustrating. I'm sure that I'm not the only teacher who has this experience!
I do have a game we play occasionally to make composition more interesting and exciting... turn it into a competition!
This is what I do:
1) Divide the students into three teams. You can do this randomly or assign them by ability to get a good combination on each team.
2) Divide your blackboard/whiteboard into three sections; assign each team to a section. Keep the sections close together so that you can see all three at the same time.
3) Announce that each team will be translating the same sentence into Latin and the first team that gets the sentence completely correct will win the point or get credit. Here's the catch: each team puts their sentence on the board but the teacher can only say, "There are no correct sentences on the board" until one of them is completely correct. The teacher can offer no assistance or even tell the teams where the problems are -- that is the job of each team to determine.
4) Continue assigning sentences from a list or an exercise in the textbook as time and tolerance will allow. The team with the most points at the end of the game will receive credit, extra credit, or some other reward.
Suggestions:
A) Only one person from a team at the board at a time. This allows the teacher to see the whole board and determine which sentence is correct first. Students have to "tag team" to get to the board. A team shouting at a member on the board often leads to confusion or frustration. Have the team member return to the group's huddle.
B) Don't assign the sentences for homework ahead of time. One diligent student can dominate the team and the whole game.
C) Don't worry about teams "copying" the sentences from other teams on the board. This is part of the learning process. Also, savvy teams have been known to leave an obvious error which can lead another team astray but can be easily corrected to catch the win.
D) Encourage the members of each team to work together to figure out the sentence. When the pressure is on and there are three incorrect sentences on the board, the suggestion or idea of everyone on the team can make the difference between winning or losing.
E) You can make more than three teams if you have enough board space and you feel comfortable looking at multiple sentences at the same time.
I have found no other technique which makes translating into Latin so exciting. To hear students cheer when they have translated a sentence correctly is truly music to a Latin teacher's ears!
I do have a game we play occasionally to make composition more interesting and exciting... turn it into a competition!
This is what I do:
1) Divide the students into three teams. You can do this randomly or assign them by ability to get a good combination on each team.
2) Divide your blackboard/whiteboard into three sections; assign each team to a section. Keep the sections close together so that you can see all three at the same time.
3) Announce that each team will be translating the same sentence into Latin and the first team that gets the sentence completely correct will win the point or get credit. Here's the catch: each team puts their sentence on the board but the teacher can only say, "There are no correct sentences on the board" until one of them is completely correct. The teacher can offer no assistance or even tell the teams where the problems are -- that is the job of each team to determine.
4) Continue assigning sentences from a list or an exercise in the textbook as time and tolerance will allow. The team with the most points at the end of the game will receive credit, extra credit, or some other reward.
Suggestions:
A) Only one person from a team at the board at a time. This allows the teacher to see the whole board and determine which sentence is correct first. Students have to "tag team" to get to the board. A team shouting at a member on the board often leads to confusion or frustration. Have the team member return to the group's huddle.
B) Don't assign the sentences for homework ahead of time. One diligent student can dominate the team and the whole game.
C) Don't worry about teams "copying" the sentences from other teams on the board. This is part of the learning process. Also, savvy teams have been known to leave an obvious error which can lead another team astray but can be easily corrected to catch the win.
D) Encourage the members of each team to work together to figure out the sentence. When the pressure is on and there are three incorrect sentences on the board, the suggestion or idea of everyone on the team can make the difference between winning or losing.
E) You can make more than three teams if you have enough board space and you feel comfortable looking at multiple sentences at the same time.
I have found no other technique which makes translating into Latin so exciting. To hear students cheer when they have translated a sentence correctly is truly music to a Latin teacher's ears!
Sunday, May 14, 2006
Amy High Latin Foundation
I attended a fundraiser for the Amy High Latin Foundation on Saturday, May 13. I decent event, all in all. One of the highlights was a demonstration by the Legio XX:
It seems there is a living history event called Roman Days 2006 coming up in Maryland the weekend of June 3-4, 2006. I just might have to check it out!
But back to the subject of my post... Amy High was a dynamic teacher who taught Latin on all levels, her last assignment was teaching third-graders in Fairfax County, VA. You may have seen an article on her in Time magazine back in December of 2000. You may also remember her as Iulia Pauli, the roving reporter in the Forum Romanum video series produced by the National Latin Exam. Tragically, Amy died a few years ago. She loved traveling to Rome and studying oral Latin under Reginald Foster, the Latin cleric to the Pope. As her legacy, her husband and several very close friends established the Amy High Latin Foundation to support aspiring and experienced Latin teachers who have a desire to travel to the Eternal City and study. To date, the foundation has awarded more than $30,000 in scholarships.
If you are a Latin teacher (or will soon become one) and have any interest in traveling to Rome to brush up on your oral Latin skills, this is a valuable source of inspiration and funding.
Finally, the Foundation is always looking for donations. If you have extra funds in need of a worthy cause, this is one of the "biggies" for the study of oral Latin.
Friday, April 21, 2006
From Humble Beginnings
April 21st has arrived and provides us with the opportunity to reread Livy and revisit the founding of Rome:
Ita Numitori Albana re permissa Romulum Remumque cupido cepit in iis locis ubi expositi ubique educati erant urbis condendae. (Livy's Ab Urbe Condita, I.vi)
Further down the passage we read (in a nice chiastic relationship, Palatium Romulus Remus Aventinum) that Romulus prefers the Palatine Hill for his bird-watching and, later, his city-founding.
Anyone who has ever climbed the path up the Palatine is immediately rewarded for his efforts by the appearance of tall trees and green grass, a welcome change to the usually hot and dusty Roman Forum through which the hill is reached. There is also the splendor of a Renaissance villa and the jumble of Imperial, Republican, and even Regal ruins. This hodge-podge is quickly overwhelming to the eye and causes many a tourist to snap a few, quick, panoramic photos of brick walls and marble floors and hustle back down the hill.
The gems of the place, available to anyone willing to spend the time and effort to sort out the rubble, include the marble flooring and other architectural details from the numerous palaces of the Roman emperors, the impressive frescoes in the House of Livia, the postholes from the Hut of Romulus, and spectacular vistas of the Roman Forum and the rest of the City.
My favorite place on this sparkling list is the one which looks the least impressive to most visitors but is very inspiring to me: the Hut of Romulus. Several postholes, outlining the circumference of a small hut, can be seen in the natural bedrock. Nearby there are other postholes and the remains of a rustic wall and cistern. When I show this site to students and others, they are immediately struck by the small size and lack of grandeur. They often reply, "That's it? This is the actual hut? Did Romulus really lay there on a grass mat and plot the rape of the Sabine women? How do we really know?" Then they usually snap a quick pic and ask if they can head down the hill.
Of course the site is unimpressive. The importance comes in its symbolic meaning. The Romans believed that this was the site of Romulus' hut and that's good enough for me. Even if the scanty remains are those of Romulus' annoying neighbor who always allowed his dog to do his duty in everyone else's yard, it doesn't matter. What I find important is that this site is the most direct link we have to that April day so very long ago and that this hut, or one so very like it, gave rise to the massive and sprawling palaces that surround it.
Friday, April 07, 2006
Of Olives, Figs, Dates, and Grapes
In Latin II we have been discussing Roman food and dining habits. Of course we covered reclining in the triclinium, garum, olive oil, and the undying myth of the vomitorium.
I always like to teach about the food and dining of the typical Roman on a typical day. We do talk about the banquets and the drinking parties, but it is the everyday element I like to stress. With that in mind we have a food-tasting day in which students bring in and sample different types of crusty, whole-grained, rustic breads, flatbreads, different varieties of cheeses, green and black olives (with pits in situ, soaking in jars, not tinny-tasting cans), figs, dates, grapes, a wide selection of fruits and vegetables, olive oil, honey, and grape juice.
I am always amazed at the students who have never tasted an olive or honey or even cheese that doesn't come wrapped in its individual plastic sleeve and think that figs only exist in a newton. I encourage them to keep an open mind and try at least something new. Some really do expand their palate.
What is popular with my students in recent years, due largely to the practice in some of our local Italian restaurants, is dipping (or even soaking!) crusty bread in olive oil. Now if I could just get them to rub some garlic on it first!
I have, of course, done the Roman banquet thing in the past and have found that it is not worth the time and expense of having students (and their parents) whip up a "real Roman dish" and then have students refuse to taste it. Keeping it simple is always a plus!
I always like to teach about the food and dining of the typical Roman on a typical day. We do talk about the banquets and the drinking parties, but it is the everyday element I like to stress. With that in mind we have a food-tasting day in which students bring in and sample different types of crusty, whole-grained, rustic breads, flatbreads, different varieties of cheeses, green and black olives (with pits in situ, soaking in jars, not tinny-tasting cans), figs, dates, grapes, a wide selection of fruits and vegetables, olive oil, honey, and grape juice.
I am always amazed at the students who have never tasted an olive or honey or even cheese that doesn't come wrapped in its individual plastic sleeve and think that figs only exist in a newton. I encourage them to keep an open mind and try at least something new. Some really do expand their palate.
What is popular with my students in recent years, due largely to the practice in some of our local Italian restaurants, is dipping (or even soaking!) crusty bread in olive oil. Now if I could just get them to rub some garlic on it first!
I have, of course, done the Roman banquet thing in the past and have found that it is not worth the time and expense of having students (and their parents) whip up a "real Roman dish" and then have students refuse to taste it. Keeping it simple is always a plus!
Monday, April 03, 2006
The Temple of Apollo at Delphi
It has been too long since I posted a picture so I offer this image of the Temple of Apollo at Delphi:
I took this photograph in July 2004 - I use it as the background screen of my computer.
I took this photograph in July 2004 - I use it as the background screen of my computer.
I'll Do It Tomorrow...
The poet Martial writes in Epigram V.58:
This poem has come up in class at a very interesting time. It is the end of the marking period and I have just spent a very unpleasant weekend grading papers, tests, essays, and make-up work. When I say that I spent the weekend, I mean, literally, the whole weekend.
The first part of the problem comes from my own procrastination. I let the papers pile up and then they become a chore. When they become a chore, they are avoided. When they are avoided, they hang over my head and make me more anxious than any sword of Damocles.
The second part of the problem I attribute to overextending myself and saying "yes" to far too many things when I am already taxed. We moved to block scheduling this year and that means three 90-minute shows a day, each show different, interesting, and, I hope, productive.
Finally, I am beginning to realize that the third part of the problem is that I am requiring too much graded work from my students. There are quizzes on vocabulary, grammar, syntax, translations, culture, history, mythology, and then tests, benchmark tests, and exams. I also require prepared translations and exercises and even the occasional poster or project. Those who are marginal students are quickly overwhelmed and become discouraged. In frustration they come to hate the study of Latin, regret their decision of taking it, and refuse to go on.
My realization, some twenty years after I started teaching: not everything requires work, not all work requires a grade, and not every grade needs to be recorded. As a young teacher fresh out of college I would have considered this blasphemy. Now, as an experienced teacher in the middle of my career, I realize that this is the approach that will allow me to see the wisdom of Martial's words.
Cras te victurum, cras dicis, Postume, semper:And I offer this translation:
dic mihi, cras istud, Postume, quando venit?
Quam longe cras istud! ubi est? aut unde petendum?
Numquid apud Parthos Armeniosque latet?
Iam cras istud habet Priami vel Nestoris annos.
Cras istud quanti, dic mihi, possit emi?
Cras vives? Hodie iam vivere, Postume, serum est:
ille sapit quisquis, Postume, vixit heri.
You always say that you will live tomorrow, Postumus, tomorrow!
Tell me, that tomorrow of yours, Postumus, when does it come?
How far away that tomorrow is! Where is it? Where must we look for it?
Does it hide out among the Parthians and Armenians?
That tomorrow of yours is already as old as Priam or Nestor.
Tell me, how much will that tomorrow of yours cost?
Will you live tomorrow? Postumus, it is already too late to live today:
He is wise whoever lived yesterday, Postumus!
This poem has come up in class at a very interesting time. It is the end of the marking period and I have just spent a very unpleasant weekend grading papers, tests, essays, and make-up work. When I say that I spent the weekend, I mean, literally, the whole weekend.
The first part of the problem comes from my own procrastination. I let the papers pile up and then they become a chore. When they become a chore, they are avoided. When they are avoided, they hang over my head and make me more anxious than any sword of Damocles.
The second part of the problem I attribute to overextending myself and saying "yes" to far too many things when I am already taxed. We moved to block scheduling this year and that means three 90-minute shows a day, each show different, interesting, and, I hope, productive.
Finally, I am beginning to realize that the third part of the problem is that I am requiring too much graded work from my students. There are quizzes on vocabulary, grammar, syntax, translations, culture, history, mythology, and then tests, benchmark tests, and exams. I also require prepared translations and exercises and even the occasional poster or project. Those who are marginal students are quickly overwhelmed and become discouraged. In frustration they come to hate the study of Latin, regret their decision of taking it, and refuse to go on.
My realization, some twenty years after I started teaching: not everything requires work, not all work requires a grade, and not every grade needs to be recorded. As a young teacher fresh out of college I would have considered this blasphemy. Now, as an experienced teacher in the middle of my career, I realize that this is the approach that will allow me to see the wisdom of Martial's words.
Thursday, March 30, 2006
Why Do I Teach?
“Those who can, do; those who can’t, teach.” I think I first heard this smirky phrase when I was a student in high school. I probably even laughed along with it. After all, I never intended to be a teacher. I entered into Virginia Tech planning to major in math and computer science. I was going to get a high-tech job and bring home some high-tech money. So how did I end up teaching Latin? I had taken four years of Latin in high school and kept it on my college schedule just for fun. I wasn’t ready to give up something in which I had invested so much time and effort. It was my comforting diversion from all those numbers, proofs, and commands. As I slogged my way through five-hour freshman calculus and computer science classes stuffed full of math geniuses and techie wannabes, I took a look around one day and asked myself, “Do I really want to do this with my life? Do I really want to chain myself to a desk and stare into a computer screen all day long?” Searching my soul and receiving a bit of advice from those who knew me better than I knew myself, I realized that the world of numbers and crunching them wasn’t for me and I turned my diversion into my vocation. In the spirit of Robert Frost who knew something about wandering around the woods, I went from the major of the masses to the major of the obscure few and, indeed, that distinction made all the difference.
I have loved the ancient world as far back as I can remember. I recall being thrilled when I flipped through the television channels as a child and stumbled upon such wonders as Ben Hur racing his chariot, Spartacus leading his army of slaves, or even Bugs Bunny and Daffy Duck being chased by lions in the Colosseum. I fondly remember discovering my mother’s Latin textbook, opening it at random, and resting my eyes on the Latin word amicitia - “friendship.” Ever since that time I have nourished this friendship with the ancient world and turned it into a love affair.
Taking the less-traveled road of being a Latin teacher, though, does come with a challenge. I have been part of many conversations which play out in a predictable direction. I meet somebody new and she asks, “What do you do?” “I teach,” I reply. “Oh, really?” she says, often with some sort of surprise or disappointment in her voice. “What do you teach?” “I teach Latin!” I say with pride and look her straight in the eyes, knowing her reaction will come in one of two ways: 1) her eyes open wide and she responds with amazement, “Do they really still teach that? Isn’t Latin a dead language?” or 2) her eyes narrow, her top lip curls, and she responds with disdain, “I hated Latin when I was in school! I can’t remember a thing and it never helped me out anyway!” On occasion I will come across the individual who actually loved taking Latin in high school, admitting how he benefited from Latin in learning English vocabulary or grammar, in conquering the SATs, or in getting an A in some other, now-forgotten, Romance language. All too often, though, a parent will admit that his child was taking Latin and, although he really wished his son had taken a more practical language, “You know -- something he can really use!” he was actually enjoying the class.
I take in all these responses, often with a nod and a grin, and remain confident that what I am doing with my life is a good thing. I do not have to remind myself that I get to spend all day working with a subject I love and even getting paid for it! What is more, I get to pass on to others my affection for Latin and watch with pride as they learn and grow. I do not have any misconceptions that all my students will share in my enthusiasm or even develop their own friendship with the ancient world. Indeed I dare to say that some will take a year or two of the language and make conversation in the not-too-distant future about how they are surprised that Latin is still in the curriculum or that they had an awful time having to do all that work back in high school and still didn’t get a 2400 on their SATs. On the other hand, there will be those lucky few who persevere and reach the upper levels, reading and translating works of authentic Latin literature which contain messages still fresh, meaningful, and practical two thousand years later. Those who stay with the subject through their senior year not only take fours years of Latin, but also take four years of Mr. Keith. That is a scary thought. I know that this carries with it great responsibility and I stand in my pulpit and wield my pen carefully and thoughtfully. I like to think that they move off into this world with a bit more knowledge and wisdom than when they entered high school. That, in essence, is the very nature of education. They will become the mathematicians and the computer scientists and a host of other professions, some of which we haven’t even begun to imagine, and they will take with them a touch of humanity. It is my hope that I have taught them not only how to think but that I have given them something to think about.
Why do I teach? I teach because I can.
This essay was my entry in a contest for Riverbend HS faculty in 2005.
I have loved the ancient world as far back as I can remember. I recall being thrilled when I flipped through the television channels as a child and stumbled upon such wonders as Ben Hur racing his chariot, Spartacus leading his army of slaves, or even Bugs Bunny and Daffy Duck being chased by lions in the Colosseum. I fondly remember discovering my mother’s Latin textbook, opening it at random, and resting my eyes on the Latin word amicitia - “friendship.” Ever since that time I have nourished this friendship with the ancient world and turned it into a love affair.
Taking the less-traveled road of being a Latin teacher, though, does come with a challenge. I have been part of many conversations which play out in a predictable direction. I meet somebody new and she asks, “What do you do?” “I teach,” I reply. “Oh, really?” she says, often with some sort of surprise or disappointment in her voice. “What do you teach?” “I teach Latin!” I say with pride and look her straight in the eyes, knowing her reaction will come in one of two ways: 1) her eyes open wide and she responds with amazement, “Do they really still teach that? Isn’t Latin a dead language?” or 2) her eyes narrow, her top lip curls, and she responds with disdain, “I hated Latin when I was in school! I can’t remember a thing and it never helped me out anyway!” On occasion I will come across the individual who actually loved taking Latin in high school, admitting how he benefited from Latin in learning English vocabulary or grammar, in conquering the SATs, or in getting an A in some other, now-forgotten, Romance language. All too often, though, a parent will admit that his child was taking Latin and, although he really wished his son had taken a more practical language, “You know -- something he can really use!” he was actually enjoying the class.
I take in all these responses, often with a nod and a grin, and remain confident that what I am doing with my life is a good thing. I do not have to remind myself that I get to spend all day working with a subject I love and even getting paid for it! What is more, I get to pass on to others my affection for Latin and watch with pride as they learn and grow. I do not have any misconceptions that all my students will share in my enthusiasm or even develop their own friendship with the ancient world. Indeed I dare to say that some will take a year or two of the language and make conversation in the not-too-distant future about how they are surprised that Latin is still in the curriculum or that they had an awful time having to do all that work back in high school and still didn’t get a 2400 on their SATs. On the other hand, there will be those lucky few who persevere and reach the upper levels, reading and translating works of authentic Latin literature which contain messages still fresh, meaningful, and practical two thousand years later. Those who stay with the subject through their senior year not only take fours years of Latin, but also take four years of Mr. Keith. That is a scary thought. I know that this carries with it great responsibility and I stand in my pulpit and wield my pen carefully and thoughtfully. I like to think that they move off into this world with a bit more knowledge and wisdom than when they entered high school. That, in essence, is the very nature of education. They will become the mathematicians and the computer scientists and a host of other professions, some of which we haven’t even begun to imagine, and they will take with them a touch of humanity. It is my hope that I have taught them not only how to think but that I have given them something to think about.
Why do I teach? I teach because I can.
This essay was my entry in a contest for Riverbend HS faculty in 2005.
Thursday, March 23, 2006
The Relevance of Leonardo da Vinci
A poster of Leonardo da Vinci arrived in the mail the other day. Actually it was a promotion for a travel company, but I took it to the paper cutter, removed the advertisement from the bottom, and shamelessly added to the decor of my classroom. I posted Leo on the white board with magnets and now he watches over my students as they practice their synopses.I was quite surprised at the reaction of my students to this image. Some students knew him immediately at sight; of course, everyone had heard of him. What they did not understand was why I had chosen to give him space in the first place. This became that proverbial "teachable moment".
I first mentioned that Leonardo da Vinci was an artist and inventor from the Italian Renaissance. I went on to explain that "renaissance" comes from the Latin verb renascor meaning "rebirth" and that the Renaissance was a rebirth of Greek and Roman ideals in art and literature. This then led to a brief discussion of the authors who wrote in Latin during that time period. I had never really talked about the history of Latin literature and most students assumed that writing in Latin went out of vogue with the arrival of the Visigoths.
I then revealed that the name of this artist was correctly "Leonardo" and that "da Vinci" was not his last name but was the Italian phrase meaning "from Vinci" and that to refer to him simply as "da Vinci" was incorrect. Students then quickly jumped with the statement that the title The Da Vinci Code was wrong. I agreed.
What happened next was very surprising and enlightening to me. A student, obviously exasperated and even a bit critical, cried out, "Who knows this? Why does it matter?" I replied that he now knows this and it matters because it is important to get things correct and to understand the truth. His point was that everyone knows who you mean when you say "da Vinci" and it might as well be his last name.
This whole experience has reinforced in me the notion that what we teach must be relevant to today's students or they will pass it off as meaningless trivia and, therefore, not worthy of their attention. Whenever I teach an item of Latin grammar or syntax, I always teach the English equivalent first so that they might understand better their own language. Likewise, my advanced students can certainly tell you that I work to compare the human experiences expressed two thousand years ago by Vergil, Ovid, Catullus, Martial, et al. to those felt by human beings today.
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