Volume 4, Issue 1
Welcome to Teaching Classical Languages (TCL). TCL is the peer-reviewed, online journal dedicated to exploring how we teach (and how we learn) Greek and Latin. TCL is sponsored by the Classical Association of the Middle West and South (CAMWS).
Recent years have seen the publication online of numerous medieval and Renaissance Latin manuscripts. These can be marvelous resources for enriching the teaching of Latin if the teacher knows how to utilize them well, and so it is the goal of this article to provide teachers with a basic introduction to manuscripts with an eye for integration into the Latin classroom. Specifically it helps a teacher better understand: how they were made, how to understand the different parts of a manuscript page, how to read the handwritten scripts (paleography), and also where to find them online. The second half of the article presents a small set of specific model exercises for guided classroom use which can help teachers then design their own exercises. These include lessons in script recognition and copying, making your own classroom codex, and even tracing the textual history of a given classroom text back through the centuries to ancient times.
Latin, manuscript, pedagogy, paleography, codex
This paper presents the findings of a 2011 survey of 349 parents who include Latin in their homeschools. The survey gathered basic information regarding family size and makeup, participation in various homeschooling trends, and the duration of prior Latin study among homeschooling parents. Tabulated information includes reasons for Latin study and a summary evaluation of all Latin textbooks used by respondents. Topics discussed include the classical education model, its effects on the motivations and practices of home educators who possess minimal Latin training, and the possibility of positive outcomes related to this development.
Latin, homeschool, survey, pedagogy, classical education, homeschool Latin textbooks, why Latin, reasons for Latin study, Latin grammar
Reading the Aeneid with intermediate Latin students: the new Focus commentaries (Books 1-4 and 6) and Cambridge Reading Virgil (Books I and II), Antonia Syson, Purdue University, pp. 44 - 63
This review article examines the five Focus Aeneid commentaries available at the time of writing. When choosing post-beginner level teaching commentaries, my central goal is to assess whether editions help teachers and students integrate the development of broader skills in critical enquiry into their explanations of grammar, vocabulary, and style, instead of artificially separating “literary” and “historical” analytic strategies from “language” skills. After briefly explaining why the well-known Vergil editions by Pharr (revised by Boyd) and Williams do not suit these priorities, I summarize the strengths of the contributions to the new Focus series by Ganiban, Perkell, O’Hara, and Johnston, with particular emphasis on O’Hara’s edition of Book 4, and compare the series with Jones’ new textbook Reading Virgil: Aeneid I and II.
Aeneid, AP Latin, graduate survey, Latin poetry, pedagogy, Vergil, Latin commentary, intermediate Latin.
Cover photo illustration by Meghan Yamanishi.