Fratres Sororesque

Last night orientation for freshmen and other new students was held at my school. This is always a positive, warm and fuzzy evening where everyone meets and greets full of anticipation for new experiences. The new students are excited, and more than a little nervous, about coming to a new school, in this, the "big high school."

I was surprised at the number of siblings of current and former students I will be teaching this year. For a couple of families, I will be teaching three of their children, and in three of those classes I will have siblings in the same room! I can only imagine the conversations around the dinner table on some nights: "Mr. Keith, blah blah blah, and then he blah blah blahed! We all blah blah blahed and rolled our eyes!"

In my 26 year career, I have, of course, taught numerous siblings and, indeed, whole families. This past year marked the end of a family of five! A mom of a graduated senior from last year remarked last night, "And now you've got me for eight more years!" Her daughter was entering into Latin II and her youngest was waiting in the back of the room. Bring 'em on!

For those families where I teach multiple children, it becomes a source of confirmation that I must be doing something right if they continue to loan me their children for the school year and their entire high school careers.

Good Endings Come from Good Beginnings

We had our first meeting of Latin Club officers yesterday, a full week before the start of school on September 3. We met at the local Starbucks after the first teacher workday. All members were present and more than enthusiastic for the beginning of another school year!

While we had already done some pre-planning in the spring, yesterday's meeting provided an opportunity to review the schedule of activities through the end of September and to begin to flesh out some details. We plan to hit the ground running, so to speak, at Freshman Orientation tomorrow night and embark on a busy and fun combination of academic, entertaining, and social events.

So why is this important? Why did seven Latin students come to meet with their Latin teacher when summer is still calling their name (and summer assignments linger over their heads)? The answer is simple. The enthusiasm and commitment shown by these student leaders transfer to the classroom. Experiences in Latin Club add to experiences in Latin. Not only is Latin Club an outlet for fun and social interaction, but it provides well-rounded opportunity for students to grow and interact. The camaraderie alone is invaluable!

Organizing and supervising an active Latin Club is one of the best investments of time and attention a teacher can make for the promotion of the study of Latin. Students take a look a what we do, and how much fun and success we have while doing it, and say, "Hey! I want to be a part of that!"

It looks like it's going to be a great year!

The Blather in Blogging

I wandered back to my blog today after an extended hiatus... of seventeen months! This IS something I am interested in pursuing, but finding the time gets in the way of following through, and then the whole notion slips from your mind until you reawaken.

I am very disappointed in the practice of others making generic, non-specific comments only to advertise their own sites. I am betting that most of this is even done robotically with very little input from the writer other than the original ad. No problem though; just another bother for the modern world.

Anyhow, I have lots to say concerning being a Latin teacher in the modern world. More later.

The NJCL's Century Club

The 2012-2013 Riverbend HS Latin Club has received the Century Club Award from the National Junior Classical League for having over one-hundred members! We have 116, to be exact!

A Calming Rattle

On August 23, 2011, at 1:51 p.m., a very rare thing happened. There was a rumble, a small rattle, and then the earth shook for what seemed like 30 seconds. A 5.8 magnitude earthquake, the strongest in Virginia since 1897, was felt from Georgia to Canada. This was such a thrilling, exciting, and frightening event because "we don't get earthquakes like this on the East Coast." The epicenter was located about thirty miles to the southwest near a very small town named Mineral in Louisa County. I understand that folks in California and elsewhere around the planet are laughing at us for our reactions, but we can deal with that.

It was the day before students were to report for school, and I was sitting at my desk and working on a Powerpoint presentation when things began to rumble. At first I (and others) thought that students were running down the hall, an activity that sometimes happens during inclement weather and the cross country team needs to practice (this didn't make sense since it was a bright, sunny day outside). When the rumble continued and worsened, I realized that this was actually an earthquake. Wow! So that's what one feels like! I counted it as an experience.

I poked my head out my classroom door and confirmed with others that what had just happened had been real. After making a few calls on my cell phone (Surprisingly I was able to get through to most of my destinations), I turned on the TV for news and sat back down to work. A short while later the principal came over the intercom and announced that school was to be closed and we had to leave the building. The structure needed to be checked for damages, so this move made sense.

The first day of school was canceled the next day because some buildings, including our own, had suffered light damage, mostly cosmetic, and needed to be reinspected and repaired. Teachers were allowed to report the next day, and since I still had work to do before the students arrived, I took advantage of this opportunity. The only disturbance to my classroom was a sun catcher nick-knack that had fallen out of the window and cracked. It IS a depiction of a Roman ruin after all, so just some character added to the image there. Some books that had been tilted to the right in my bookshelves were now leaning to the left. The most interesting devastation, though, shown in the photograph above, is the toppling of the Golden Bubo on the shelf next my desk. The trinket is the image of owl, the bird sacred to Athena, the goddess of wisdom. The Romans would probably consider this an omen. Imagine it! The representation of wisdom falling on its face the day before the start of school! What to do? How to react? After contemplation, I've decided to take matters into my own hands and stand the statuette back on its foundation. This is an easy enough task, to be sure, but I have noticed that the image of the owl is top-heavy, with a supporting base smaller than it could be. After some contemplation, though, I think this is appropriate. The foundation of wisdom may be small, but the embodiment of wisdom is full and well wrought. How fitting that we are called upon from time to time to pick up our wisdom, dust it off, and put it back into place!

What is the outcome of all this excitement at the beginning of the school year? The normal butterflies experienced by this teacher (who, by the way, is entering his 25th year and still gets opening-day jitters) flitted away. The shaking of the earth, causing a fright to millions on the Eastern seaboard, puts everything into perspective. The ground may move, but the school remains and is safe. Come inside, boys and girls, and let's dust off some of our wisdom.

Latin? What are you going to do with that?

My daughter Sarah is heading off to college in a couple weeks. She will be a freshman at Randolph-Macon College in Ashland, Virginia, and she has already decided that she wants to major in Latin and, following in her old man's footsteps, become a Latin teacher. She's excited; her mother's excited; and, of course, I'm excited. All too predictable, though, is the reaction of people when she tells them what she plans to study and then what she plans to due after she graduates. Most are surprised, some are confused, and a couple are even amused. She comes to me with stories of recent conversations with both friends and acquaintances who mean well, but just don't know how to react when someone says that they are pursuing the liberal arts. It is almost as if they are disappointed that my daughter isn't going to be contributing member of society who is out to make a million dollars.

I have had a discussion with my daughter that she will need to harden herself to these types of responses and to get her spiel ready and polished. I was also careful to tell her that she does not need to offer apologies to anyone. She is choosing a course of study which appeals to her and will make her a happy and educated individual. After all, she is going to college in order to receive an education, not to prepare for a job.

Colleges should not be seen as expensive vocational centers training the work-force for the 21st century. What present (and future) employers need are individuals who can think, plan, organize, be creative, collaborate, and communicate. Anyone with these abilities can easily be trained by employers to do what is required in any job and to be a contributing member to society. The world cannot benefit from narrowly-educated, close-minded individuals who are merely out to make money.

We, as educators, need to support and encourage students to pursue whatever field they wish after they leave our classrooms. If a students wishes to go on to college and study math, economics, engineering, and the like, so be it. Likewise, if a student wishes to major in art history, English literature, classical music, or Latin, these are completely valid choices as well. Student who go off to get a degree in the liberal arts should not have to defend or explain themselves. One should never have to apologize for her education.

Down the Roman Road: Part IV

Question #4: Why are the sidewalks in Pompeiian streets so high?

Stepping stones crossing a street in Pompeii from elevated sidewalks.
Photograph taken by Emily Gilmore, June 2011.

Again, I have read conflicting reports. Most say that the streets are deep in order to contain the mud, muck, and sewage. Others report that the deep streets are for directing and tracking wheeled traffic and keeping it safely away from pedestrians. Concerning the latter there are suggestions that the stepping stones and even the ruts for the wheels are all part of the effort to contain traffic. I have even read that the stepping stones were meant to be speed-bumps, slowing down traffic as it has to negotiate the obstacles.

I believe (like in an earlier post) that some combination of the two suggestions makes sense. I do lean, though, toward the notion that the street itself was an open ditch and that the raised sidewalks and stepping stones are for the convenience of pedestrians.

Bonus question: Are the stepping stones across the streets in Pompeii unique? I wouldn't think that they would be, but I haven't been able to find evidence to the contrary.

Down the Roman Road: Part III

Question #3: How in the world did traffic navigate those stepping stones in Pompeii?

In my last posting I considered the ruts between those stepping stones in Pompeii and pretty much came to the conclusion that they were deliberately carved in order to direct the carts and wagons between the stones and elsewhere along the route. My question above is directed not at the vehicles themselves but to the mules, donkeys, horses, oxen, and humans that propelled them. Yes, the wheels slip nicely into the ruts but how did one donkey (let's say), bound to the front of a wagon, avoid the stones? He couldn't step around them with the wagon "in the groove" nor could he step over them. Even if he were to step around the stone, how did he not damage his hooves, feet, or legs walking in or over the groove itself? This question tends to give my notion some credence that the grooves were filled with sand or other substance. The same question becomes even more interesting if the wagon was pulled by two oxen. They must have walked been trained to walk between the stones AND avoid the ruts. Furthermore, a cart pulled or pushed by a human would have the same difficulties. Any enlightenment anyone could give me would be greatly appreciated.

Down the Roman Road: Part II

Question #2: Why are there obvious ruts in Roman roads?

Ruts between the stepping stones in Pompeii

The quick answer is that these ruts are obvious signs of wear and tear. Not so fast, though. Often the quick answer is not the correct one. I have come across conflicting information about those ruts found in the ancient roads in Rome and Pompeii. Some sources do say that they were worn by the continuous passage of wheeled traffic. Even the more sensational sources like to say that they were left by chariots! (Chariots? Hah! That will have to be another post.) These sources claim that the ruts became prominent particularly as traffic edged between those large stepping stones which allowed pedestrians to cross from one side of the street to the other without stepping in something unpleasant. Other sources say that the ruts were carved deliberately in order to guide the traffic more easily between the stones or around certain curves or other obstacles.

Which answer is true? Probably some combination of the two. The problem is that I can't seem to find a definitive source for any of the claims. I would appreciate anyone who can point me in the right direction on this issue.

Something else to consider is that the ruts can be found elsewhere in the roads than between the stepping stones. I believe that they are intentional and that they helped to guide the carts and wagons along the road without incident. While the ruts, or let's call them "tracks" (like a railroad), are useful for wheeled traffic, they do make the road more difficult and dangerous for the humans and animals which pulled/pushed these carts and wagons.

Down the Roman Road: Part I

I have been thinking about those ancient roads that run through parts of the Roman Forum, the Appian Way, and Pompeii, and have come up with a few questions. I have often walked along or across these roads, paying particular attention not to turn an ankle or fall on my face. All the while I think that the roads must certainly have been more pedestrian-friendly in the ancient world. I have searched for answers by wandering through the tangle of information that is the internet, and I have also been so bold as to post my queries and thoughts on the LatinTeach list and the budding Google+ network. Either it is summer and many who would contribute or comment are lounging at the beach, or more likely my questions interest only me. In any case, I have decided to place my efforts for storage and future consideration.

The Via Sacra in Rome

Question #1: Why are these roads so rough?

While some weathering has certainly occurred over the centuries to round off these stones, I doubt that they could have changed all that much. The roads paved over in large blocks of basalt in the city of Rome are very similar, if not identical, to those which have been unearhted in Pompeii over the past few centuries. I think that it is possible or even probable that sand, gravel, concrete, or other aggregate was certainly added to fill in the gaps betrween the stones, level off the surface, and create a smooth pavement. This filler would certainly have been weathered away on the exposed, paved roads of Rome and the Appian Way. Also, any loose surface material could have been innocently swept away when the streets of Pompeii were being excavated. As archaeologists in Pompeii continue to make their way down a buried street, perhaps they should pause as they get down to the paving stones and see whether something besides ash or volcanic debris can be found on the surface.

My only concern with the use of sand or dirt as a "smoothing agent" is that they would be easily washed away by the rain or waste water which would flow through the thoroughfares.

Imagine That: Roman Litter (the garbage kind)

I am starting an occasional series titled Imagine That, in which I imagine how things would have been in the ancient Roman world. I welcome all serious contributors!

Imagine that you are walking down a street in ancient Rome. What kind of natural and man-made litter, garbage, etc. do you see in and along the road?

• mud and dirt (goes without saying but I said it anyway)
• puddles of water
• feces and urine from animals and humans
• small, dead animals: dogs, cats, rats, birds
• bones and other parts/entrails from food: fish, pigs, goats, sheep, chicken, duck, goose
• fruit skins and rinds, olive pits, vegetable skins and seeds, spoiled food
• broken pottery and sherds
• old clothes, rags, and shreds
• scraps of parchment, papyrus, vellum (probably not much of this)
• sticks (but should have been used as fuel for fire), parts from old brooms
• bits of block, brick, stone, terra cotta
• broken toys, dolls, small statues/lares
• rarely, cool stuff like coins, stylus, glass vial or bottle, knife
• what am I missing?

Wrapping It All Up: Translating Into Latin

At this year's American Classical League Institute in Minneapolis, I attended a session on the Cambridge Latin Course. Having taught for years from the Ecce Romani series, I was well aware of the reading approach to learning (and teaching) language, but I was very surprised to hear the speaker make the emphatic statement that the Cambridge series is not designed to teach the student to translate into Latin, only to read Latin as quickly as possible.

I can think of no better way to review all aspects of learning Latin, vocabulary, grammar, than by having the students translate into the language. To me, a parallel example would be to have a math student solve a word problem by applying all he has learned in map. Moreover, translating into Latin also allows the student to add creativity and test the effects of emphasis and logic by word choice and word order.

Translating into Latin should be handled in two different ways. The first exercise is to have the student take a set English sentence and then turning that sentence into something a Roman would understand. There is a limited range of expected vocabulary and constructions to be used and useful comparisons can be made between examples. The second exercise, and this one is more important, is to have the student generate an original sentence in Latin. The freedom of vocabulary and constructions allows the student to work at his or her own comfort level and in a way that promotes interest.

Different exercises allowing for original writing can include displaying a picture and having the student describe what is happening. This approach lends some focus as the student should limit vocabulkary choice to the subject matter of the picture. Another activity, completely wide open, is to have the student create a comic strip in Latin. Create a handout with four, six, or even eight blocks, and the have the student create whatever comes to mind. The results can be fun, amusing, and sometimes a little strange. This is also a great opportunity for artistic expression, and don't let the student fret if she thinks she cannot draw, tell her that stick figures are certainly acceptable!

The one thing to remember about translating into Latin, particularly if the student is generating something original, is the rule that simple is always best.

The Continuing Adventures of M. Didius Falco

I finished reading Lindsey Davis' The Jupiter Myth this morning. I began re-reading this series in March and have completed the fourteenth novel; there are six more to go. I have enjoyed reading these books in (relatively) quick succession, but it provides a continuity and context not available when having to wait a year or more between publications. I would always anticipate the release dates for the next installment and must admit that I often ordered the books from Amazon.co.uk. I do remember making this confession to Ginny Lindzey, Lindey Davis' outstanding webmistress, who berated me for not supporting the American market for publication. Alas, I was weak and hooked and could not delay my gratification by reading more about Rome's favorite informer.

By reading these novels together, I am pleased by how they seem to flow together, continuing threads and story lines developed earlier. I don't think I noticed this as much the first go around, and I still appreciate the little reminders Davis faithfully includes about important characters and events.

I am amazed at how well Davis has developed her lead character, Marcus Didius Falco. We are introduced to his charmingly cynical attitude early on, as well as his feelings, relationships, fears, and hopes. He is attractive to the reader and believable as a character. I also appreciate the author's images and descriptions of Vespasian's Rome and Empire. It is obvious that Davis has done her research and labors to include it within the texts without being pedantic or intrusive. I particularly liked her descriptions, and Falco's feelings, about early Londinium, and I was picturing her smirking as she was revealing to her own countrymen and the world her images of the origins of London.

I do think that many of these stories are particularly suited for the big screen or even a television series. Perhaps one day we will see Falco & Partner(s) in action!

Now, back to reading!

Arch of Titus

One of my favorite sites in the Roman Forum. I remember giving an oral report on this monument when I was a student at the Intercollegiate Center for Classical Studies in Rome in the Fall 1985. This photograph was taken by my daughter in July 2007.

Look Up Once in a While

I was recently informed that adorning the facade of the city hall building in downtown Fredericksburg were two caducei. I was so surprised I had to go look for myself, and there they were, each one flanking the sign identifying the building. Having lived in the area for 47 years and having passed this building countless times, I had never noticed these mythological adornments. Next time we mention this object in class, this will be one of the pictures I display.

Why is the city hall decorated with images of Mercury's staff, you may ask? Well, the building used to be the post office! Makes sense to me!

"... and they are eating snails."

In my brand new, right-out-of-the-package Latin II classes, I have led off early with an exercise having the students translate an English passage into Latin. The passage goes,

"Look! In the picture is a Roman girl named Cornelia. Also in the picture is another girl named Flavia. The girls are sitting under a tree and they are eating snails."

The students are not allowed to use any books, notes, etc. -- just translate the passage in Latin. They, being eager to impress and please, set off with confidence because this is too easy... until they get to the end. Most remember the passage and translate it perfectly through "Flavia." There are occasional errors in adjective-noun agreement or spelling. Believe it or not, "The girls are sitting under the tree" is a little more challenging to translate cold; and then they get to the end. Some openly question whether we have had "snail" before, others think we must have because (certainly) the teacher would never ask them to translate "snails" (without notes!) unless we've talked about it before. Some think they must have forgotten it.

I then asked for four volunteers to put their Latin passages on the board. Some wave their hands frantically, trying to get my attention, so I oblige and send them up. After they have written their works on the board, I go over the English again and THEN talk about the point of the exercise: "This year in Latin II, we are going to build upon what we have learned before. Some things are going to be very simple, because they are second nature, like 'Look! In the picture is a Roman girl named Cornelia.' Other things will need some polishing and review, like '(there) is another girl.' Some things will need to be retaught, like 'under the tree' or 'they are eating' and some things are going to be brand new, like 'snails.'" Almost right away most are relieved that their teacher really didn't expect them to know 'snail' from Latin I. Hey, good illustration there of what we are going to do in Latin!

The interesting creations for "they are eating snails"?

edent escargoti

cenant snailos

appetizent snaili

and the best,

edunt (drawing of a snail)

Outfitting the Classroom

I went into school this morning and began work on recreating my classroom. At the end of every school year we are required to pack everything up and move it out. This is a good thing because it requires that I sort through the flotsam that accumulates during the year, and it allows the custodians to clean, wax the floors, and make any necessary repairs.

The first order of business is to find the proper placement for the teacher's desk, the large table in the room, the students' desks, the shelves, filing cabinet, etc. Every year I call upon my inner sense of feng shui and try to find an arrangement that works. I think I have come up with a workable plan... for the moment!

While unpacking, I came across those things I have found indispensable (to me!) for running an organized and effective classroom and I want to pass along my suggestions to any newbies and veterans (in no particular order):

• A Good English Language Dictionary with etymological information. Believe it or not, this is the very first thing I purchased for my classroom 23 years ago. I have often referred to my Webster's Collegiate Dictionary when questions of word meaning, origin, usage, or the correct plurals, have come up in class. I often refer students to this necessary reference and even show them how to use it correctly.
• A Class Set of English-Latin/Latin-English Dictionaries. I use Traupman's lexicon and these have held up admirably. Not only do they come in handy when we are working on translations (both directions), but they are also good for comparing vocabulary items, finding correct principal parts, and teaching the students how to use a dictionary effectively.
• A Good Latin Grammar. This goes without saying, doesn't it? Actually I have an ancient, tattered paperback version Allen & Greenough's New Latin Grammar that has become almost unusable. It is held together with several rubber bands and I believe some pages are missing. It is definitely time to find another one of these most important references.
• As Many Maps of the Ancient World/Whole World as you can stand, or have space for. I have a fairly new set of overlapping maps which are mounted on the wall and roll up like a movie screen -- these are often in the unrolled mode. I also have mounted on my walls at least two maps of Italy, three maps of the Roman Empire, and one of the city of Rome. I love maps; I teach maps; and I use maps almost everyday.
• A Full Change of Clothes. This is not something I use very often, but you never know when you will make a spill, tear or snag an item, break up a fight, or run into any countless situations.
• A Cozy Sweater or Sweatshirt. This is necessary for those chilly days (usually in the winter) when the air system just isn't up to speed... and this happens enough to make this a nice-to-have item.
• Paper Towels and Cleanser in a spray bottle. This is useful for general classroom cleaning, but more useful for the students' desks, tables, and floor for food, drinks, doodling, and dirt from a variety of sources. Don't be hesitant to direct the student to the closet so that he can take care of his graffito or latte!
• Tissues. There is no way to function without them! There are allergies in the fall and the spring and colds (and worse) in the winter. I have found that if I offer extra credit at the beginning of the year for new boxes of tissues decorated by the student in a classical manner, I have more than enough for the school year. Hint: Don't put the box of tissues on your desk -- that way, the students bring the germs right to your nest. Instead, put the box in the front of the room, somewhere near the pencil sharpener.
• An Extension Cord -- the longer, the better. There will always be that mobile projector, overhead projector, CD player, (insert electronic or electric item of your choice here), whose cord just doesn't reach the nearest plug.
• Band-Aids. Keeping a supply of these on hand makes for a quick and easy solution to minor problems which always arise, and also cuts down on those lengthy student trips to the nurse's office. In a pinch, tissues and tape will work, and they come with a smile, snicker, or eye-roll!
• Antiseptic Wipes/Wet Wipes. It is always handy to be able to clean up messes and face other issues such as, "I still have ketchup on my hands, arms, face, knees, etc. from lunch, can I go to the bathroom?"
• A Good Set of Speakers for the computer, i-pod, CD player. Too often I have found a neat presentation online, only to have the students strain to hear it.
• Pencils and Paper. I know that the students are supposed to have these items on hand, but it is so much easier to direct them to the store in the front of the room than to argue with a student who knows better but just isn't prepared, for whatever reason. I buy a new pack of pencils at the beginning of the year but add to the supply everyday as I walk down the rows of desks or down the hallway. Also, paper can be had for free when the lockers are cleaned out at the end of the year.
• Arts and Crafts Supplies. After 23 years, I have quite a collection. My supply of crayons, markers, scissors, glue, ribbon, string, paper, etc., etc., etc., began in what I called (from the hit, children's TV show) "The Barney Bag," which then grew into "The Barney Box," and now exists as "The Barney Cart." Roll it out and let the students get to work!

New for me this year will be one of those dust bins with a handle and a short broom. All too often there will be scraps from crafts, paper, trash, M & M's, etc. on the floor and it needs to be cleaned up. This type of garbage is not the responsibility of the custodian, particularly after a spirited Latin Club meeting or party. Don't get me wrong, though, I stress strongly to my students that it is their responsibility to clean up their messes, but there really is no way to run an active, busy classroom without generating some residue.
Most of the items mentioned on this list are my own possessions, gathered from teaching for over two decades. My suggestions to the rookies out there is to beg, borrow, or buy these (and other items) over time. Most are for convenience, many for effectiveness, and some are absolute necessities.

The Kalends of August: Time for Reinventing the Wheel

August has arrived, and, since this is so, I must turn my attention to things academic and scholastic. The first teacher work day is Wednesday, August 18th, and the students report on Tuesday, the 24th. Being an orderly and (at times) obsessive-compulsive person, these odd days for starting seem a bit inauspicious.

I want to take a good look at my syllabi (this plural also bothers me a bit... but "syllabuses" just doesn't work for me either) and make sure that what's on the page reflects what and how I want to teach. Many times in the past I have just updated the ones from the year before. It is very easy to just fall into a pattern and not make adjustments because it makes for more work. This bad habit brings to mind the image of an aged professor, being a fixture on campus, showing up for class with his yellowed and scribbled notes he cribbed together twenty-five years earlier. This class may have been interesting and effective a quarter-century before, but now it is old, tired, and a complete bear for the students to sit through. Teachers should/must make adjustments to their material, content, and delivery up to the moment of delivery and (often) moments afterwards.

The changes I will make will be based upon reflection and review of what worked and what didn't from the year before. I plan to take a look at final grades, the material we covered (and did not cover), and, at least for Latin III and above, the potential roster. I won't receive the actual lists until a day or two before the start of class, but I have an idea of who will be in those classes and what things they know and how they know them. Unfortunately, Latin I and, for the most part, Latin II are always unknown entities because most of the students are new. Moreover, I have found that I really can't get a feel for what type of language students I have for Latin I until later in October. Unfortunately, beginning students usually don't begin to show signs of floundering until that later date. I want to be able to catch signs of them struggling before then, though. This I must ponder.

Saving the Colosseum

There is news out of Rome that the Culture Ministry is soliciting bids from private sponsors to raise funds to help preserve the Colosseum. There are reports that the iconic monument is not aging well and is in dire need of attention. This is a problem which continues to get worse (and increasingly dangerous) as the crush of tourists grows. When I visited the Colosseum for the very first time in July 1982, there were not a large number of visitors, and we could walk directly into the monument and wander at will, but when I visited the site in July 2007, there were mobs of people circling the amphitheater with very long lines snaking into one entrance after everyone passed through a ticket booth and a metal detector. Once inside, there was the unpleasant shuffle and bumping, with the attitude of get out out my way so that I can take a picture.

Now that there is an entrance fee of 15.50 euros, where does the money collected from visitors go? There is the hope and expectation that a great majority goes toward repair and preservation after the requisite administrative costs are satisfied.

Now that corporate sponsorship is being sought, which has a precedent in the successful cleaning and restoration of the Sistine Chapel by the Sony Corporation, there is also the hope and expectation that a significant infusion of funds can be secured to help preserve the Colosseum and other monuments throughout Rome. What we do not want to see, though, is the sponsor's logo spread across the facade of the structure. Imagine the sight -- "Ancient Arches Preserved by the Golden Arches: I'm Lovin' It!"

Calling Off the Hunt

http://www.imageenvision.us/images/070724181742_Bullfighting_Scene_in_Barcelona_Spain_LG.jpg

In the news today, we learn that Catalonia has brought an end to the long tradition of bull fighting. The article cites that the government of this region of Spain has come to realize that this popular and iconic form of entertainment exhibits cruelty to animals.

Now let's travel back in time about 2,000 years and take another look. The games in any Roman arena would typically begin the day with a venatio, or a beast hunt. Specially-trained fighters called bestiarii would fight all sorts of wild animals - lions, tigers, bears, boars, and, oh, yes, bulls - for the purpose of warming up the crowd for more violence to come. Several sources say that, in some events, thousands of animals would die. According to Pliny the Elder, Julius Caesar was the first to bring the hunting of bulls to Rome:

Thessalorum gentis inventum est equo iuxta quadripedante cornu intorta cervice tauros necare; primus id spectaculum dedit Romae Caesar dictator. (Pliny the Elder, Natural History VIII.70)

If it was good enough for the Greeks, it must be good enough for the Romans, but around the same time, Cicero writes that he does not share the appeal of seeing animals die for entertainment and that others shared in his sentiments. In his Ad Familiares VII.1.1-3, he writes:

Reliquae sunt venationes binae per dies quinque, magnificae—nemo negat—, sed quae potest homini esse polito delectatio, cum aut homo imbecillus a valentissima bestia laniatur aut praeclara bestia venabulo transverberatur? quae tamen, si videnda sunt, saepe vidisti, neque nos, qui haec spectavimus, quidquam novi vidimus. Extremus elephantorum dies fuit: in quo admiratio magna vulgi atque turbae, delectatio nulla exstitit; quin etiam misericordia quaedam consecuta est atque opinio eiusmodi, esse quandam illi beluae cum genere humano societatem.

"The rest are hunts twice a day for five days, magnificent -- no one denies it --, but what pleasure is there able to be for a refined man, when either a feeble man is torn to pieces by a very strong beast or a beautiful beast is pierced through by a hunting spear? However you have seen these things often, if they must be seen, and what new have we seen, we who have watched these things. The last day was for the elephants: on which day the crowd and mob had great wonder, but no delight came forth; on the contrary a certain pity and impression of this type followed, that there was a certain relationship for that beast with the human race." (The translation is my own.)

To be sure, the popularity of beast hunts in the arena did not suffer with the comments of Cicero. It is comforting to think, though, that there are some people who have always thought that there was something inherently wrong about watching animals die for entertainment.