Carl A. Anderson and T. Keith Dix, “Small States in the Athenian Empire: The Case of the Eteokarpathioi” Abstract: Evidence from the Athenian Tribute Lists and the “Eteokarpathian decree” (IG i3 1454) reveals a complex and reciprocal relationship between Athens and a small subject ally, the koinon of the Eteokarpathioi (on the island of Karpathos in the Dodecanese). On the one hand, Athens intervened militarily to guarantee the koinon’s continued existence; on the other, the Eteokarpathioi “took the initiative in getting themselves assessed,” becoming tribute-paying members of the empire (IG i3 278.VI.14, 434/3 B.C.E.), and became euergetai of the Athenian people with their gift of special building material (cypress from their sanctuary of Apollo) for the temple of Athena Athenon medeousa. The decree reveals how Athens might intervene in small communities to protect them against more powerful neighbors and thus illustrates the circumstances under which small states or communities might find it advantageous to be part of the Athenian empire.
David G. Smith, “Thucydides' Ignorant Athenians and the Drama of the Sicilian Expedition” Abstract: Thucydides’ claim that most Athenians were ignorant of the size and inhabitants of Sicily before the Sicilian Expedition is demonstrably false. He is keenly aware that Athens has a great deal of information about Sicily, but its main sources are hearsay, gossip, and the poetic topoi that have been circulating on the dramatic stages. The historian uses this claim of ignorance as a rhetorical device to recreate in his readers, and thereby comment upon, the dangerously democratic epistemological conditions under which the Expedition was discussed and launched.
John O. Hyland, “Waiting for Tissaphernes: Athens and Persia in Thucydides VIII” Abstract: In his portrayal of Tissaphernes in Book Eight, Thucydides addresses a major problem of Athenian politics in the late fifth and early fourth centuries, the hope for alliance with Achaemenid Persia. Tissaphernes’ quarrels with his Spartan allies during the early phase of Persian intervention in the Peloponnesian War led to a wide-spread Greek belief, encouraged by Alkibiades, that Persia might transfer its support to the Athenians. Thucydides, while agreeing with contemporary theories of Tissaphernes’ secret hostility to the Spartan war effort, reconstructs Tissaphernes’ motives in order to challenge Alkibiadean ideas of Persian friendship for Athens.
Richard Tarrant, “The Last Book of the Aeneid” Abstract: The first part of this paper discusses several effects Virgil achieves by delaying the decisive encounter between Aeneas and Turnus for the greater part of Aeneid 12: these include multiple indirect encounters between the two characters, a dense web of allusions casting Turnus and the Latins in roles that recall the doomed Trojans, and several anticipations of events that lie beyond the end of the narrative proper. The second part re-examines the end of the book against this background and in the light of recent discussions, emphasizing Virgil’s complex view of Aeneas’ actions and of human action in general.
Geraldine Herbert-Brown, “C. Asinus Gallus, Ti. Claudius Nero, and a Posthumus Agrippa in Ephesus (ILS 8897)” Abstract: In A.D. 33 Asinius Gallus was starved to death and his memory damned, even though he had not been convicted of any crime. In their attempts to rationalise his demise, Tacitus and Dio tell us that Gallus had exploited his marriage to Tiberius’ ex-wife Vipsania in a way which Tiberius found offensive, but they provide no details. In this paper I propose that a monumental dedication to Agrippa at Ephesus can be read as evidence of just such an offence by Gallus, and that his shocking fate was Tiberius’ long-delayed revenge for the insult that the dedication represented.
Thomas D. McCreight, “Exemplum or Historiola? Literature and Magic in Apuleius' Apology” Abstract: This paper discusses the nexus between magic, rhetoric and literature in Apuleius’ self-defense speech on the charge of practicing sorcery. In ch. 37, Apuleius uses a famous exemplum that is reminiscent of the historiola, an illustrative story encountered in some magical texts. The historiola works as a kind of analogy that invokes some past event in order to encourage similar action in the future. By using it, Apuleius demonstrates his knowledge of the literary and philosophical debate about the magic of speech, but he also comes close to producing a magical spell against the charge of magic.
Marcia Lindgren, “Latin Language Teaching in the 21st Century: Exploring Fact and Fiction” Abstract: This brief introduction by the organizer and facilitator of the titular symposium on Latin language teaching explains the context for the remaining two papers and discussion transcript. Hosted by the University of Iowa Department of Classics, the stimulating gathering in February 2004 featured presentations by the two decorated professors named below, whose pedagogical styles and approaches differ distinctly, and the lively discussion that followed.
Anne H. Groton, “Facing the Facts about Teaching Latin ” Abstract: Let’s face the facts: Latin students vary widely in their language skills, their study habits, and their motivation. Only a handful will ever go on to graduate school in Classics; the majority will take only enough Latin to satisfy a requirement. Is it possible to acknowledge these facts and still believe in the effectiveness of a rigorous, grammar-oriented approach? Yes! The author advocates sticking with tradition but using various means, including crazy antics and creative assignments, to make the Latin classroom a fresh and lively place, characterized by a fun-filled atmosphere, a positive attitude, and a sense of accomplishment.
John Gruber-Miller, “Seven Myths about Latin Teaching” Abstract: This article employs recent research on second language acquisition, linguistics, and psychology to invite Latin teachers to examine their assumptions about how students learn Latin best. Topics addressed include learning styles and learner variables, the place of grammar in understanding Latin, the usefulness of drills, the meaning of communication, reading vs. translating, the importance of culture, and the instructor’s role in the learning process. Each section presents current research on the topic and offers classroom activities.
Panel Discussion Abstract: Tying together and teasing out the two presentations at the "Latin Language in the 21st Century: Exploring Fact and Fiction" seminar, this discussion was headed by a University of Iowa professor, two graduate instructors, and two undergraduate students. But it branches out to include practical and theoretical questions and comments from teachers and students with a range of experiences, calling the two featured speakers back in to clarify and expand upon their papers.
