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By Illia Rebechar and Emily Taylor, VI Form
Classical Diploma Mosaics
Note: Each year students who are taking Greek II and have also taken three years of Latin work together throughout the spring to present a project at the end of the year to receive their Classical Diplomas. This year the project was driven by the question: How is the study of Classical languages and cultures still relevant to the 21st-century learner? Students worked through rounds of brainstorming over Zoom and ultimately ended with a project that would use a classical art form, mosaic pieces, to communicate the relevance of classical influences all around us.(more…)
By Tommy Flathers, IV Form
Nepos: What Was No Spartan Woman Too Proud To Do?
When Ms. Cook and I were going over what I had read over the week sometime early in Window 1, we came across this phrase. I flagged it down as a potential essay topic and have looked forward to exploring it in more detail. I am looking forward to researching the morality of the Greeks and Romans, or how the Romans viewed the morality of the Greeks. Currently, I have almost no knowledge of the subject. All that I know I learned from reading Nepos. I think that it might be “ad scaenam” because in line 5 he also mentions the stage.
What could Nepos have written on line 4 of his Prologue? What was no Spartan woman too proud to do? Judging by contextual clues, which option makes the most sense? What evidence from the Latin text supports your claim? (more…)
By Riley Lochhead, V Form
The Importance of Classics in the 21st Century
Editor’s Note: In Latin III Honors, the students wrote essays to submit to the Eidolon Essay Contest. The prompt called for an explanation and argument for why studying Classics is important in the 21st century.
Studying Classics has helped me with many things such as SAT vocabulary, gaining a better understanding of the foundation of the English language, and having a better grasp on the history of ancient Rome. Although all of these skills are valid examples of the importance of studying the Classics, they are not what makes studying Classics most valuable in the 21st century. It is crucial to continue to educate students in the area of Classics is because Latin and Greek create opportunities for students to be independent critical thinkers who are able to produce their own ideas and to ask questions that provoke them to question their previous assumptions about the topics being discussed. This skill can be applied to many other disciplines and is crucial to development of a growth mindset. (more…)
By Henry Kim, VI Form
Seize the Day: A Translation of Horace’s Book I Ode 11
O Leuconoë, you should not find that end (to know this is a crime) the gods will give to me and to you, and you should not try out Babylonian numerology*. How much better will it be to endure anything! Whether Jupiter assigns many winters or the final one, which now settles down the Tyrrhenian sea with opposing cliffs, may you be wise, may you strain wine and cut back any excessive hope within a short time. While we speak, an enviable life will have fled from us: seize the day, trust in little as possible things for the future day.
*Babylonian numerology was believed to be able to tell the future (more…)
By Allegra Forbes, V Form
Please Comment–Should Byblis Be Pitied, Condemned, or Both?
This past month the Latin III H class read and translated various chapters from Ovid’s narrative poem Metamorphoses, in which the author gives subtle social commentary on Roman politics and morals through his adaptations of metamorphosis myths from the Hellenistic tradition. As a final project for the unit, I created this website to display my work on the myth of Byblis, the tragic tale of a river nymph consumed with lust for her twin brother Caunus. When I finished my first draft of the translation I was still torn as to whether tormented Byblis should be pitied or condemned (or perhaps both?), so I added a survey page to the website so that others can contribute their opinions on the matter.
Please comment! I would love to publish a compilation of different people’s answers. (more…)
EDITOR’S NOTE: Students do not “specialize.” Students take five or six courses simultaneously and are expected to perform at a high level across the curriculum. This LEO post includes two artifacts of work–one from a Latin III Honors course and one from an American Literature course–by Becca Shea, a V Former. This is simply a microcosm that evinces the impressive ability of a student to multi-task academically, which happens in educational realms every day.
By Becca Shea, V Form
Epicurean Somnium Scipionis (Latin III)
The aristocrat class of Rome divided into two philosophical factions known as Stoicism and Epicureanism. Somnium Scipionis is a story based off of the ideals of Stoics, thus if written from the perspective of an Epicurean, many details would be altered. Unlike Stoics, Epicureans did not believe in a heaven after life. Somnium Scipionis is a story of a man visiting his grandfather in heaven in a dream, so the start of the story must be altered slightly. Also dissimilar to Stoic beliefs, Epicureans did not believe the soul lived on: the soul, which was made up of composite atoms, died with the body. However, they did not fear death itself either. (more…)