Ben Revkin


Report of the CANE representative to NECTFL

Report of the CANE Representative to the Northeast Conference on the Teaching of Foreign Languages

by Dr. Madelyn G. Torchin, Tufts University, Program Supervisor, Classics
The 64th Annual Northeast Conference on the Teaching of Foreign Languages (NECTFL) was held at the New York Hilton Midtown on February 8-10, 2018. Approximately 1400 educators from across the 13 states of the NECTFL region and Greater Washington participated in the 16 workshops and 284 sixty-minute sessions, centered on the theme, “Unleashing the POW-er of Proficiency.” For classicists, the conference theme became, indeed, the “POW-er of Collaboration.” Participants left intent on continuing dialogue both in meet-ups and social media; everyone was encouraged to offer sessions and workshops at conferences, especially NECTFL and ACTFL.
The collaborative thread underscoring the three days of meetings was introduced by the three-hour workshop, “Creating Confidence through Comprehensible Input for the Classics Classroom,” led by Maureen Lamb, Kingswood Oxford School, West Hartford, CT; John Bracey, Weston Middle School, Weston, MA; and Lindsay Sears-Tam, Greenwich Academy, Greenwich, CT. Presenters reviewed how to create comprehensible input for students, how to implement this instructional strategy, and what assessments and activities have worked well for them using comprehensible input.
In her session, “Fostering a Love of Latin in the AP Curriculum,” Elizabeth Solomon from St. John’s Preparatory School, Danvers, MA, provided a unique system for studying every line of the AP syllabus, from Caesar to Vergil and shared examples of her students’ projects.  Her “mark-up method” incorporates rich and deep analysis of the text as it simultaneously amplifies students’ enjoyment of the material. “Culture without Bounds,” presented by Martha Altieri, Virginia Blasi, and Donna Gerard, explored the interculturality aspects of the Cambridge Latin Course and offered insights and practical pedagogical suggestions.
Sherwin Little and Mary English, Executive Director of the American Classical League and Montclair State University, Montclair, NJ, respectively, examined the new framework of Standards for Classical Language Learning with a focus on its components and terminology, in particular Communications. Participants explored assessment strategies as part of the Standards-Based curriculum, including proficiency, performance, and achievement. A rich and full discussion ensued.
The final session for classicists showcased the Mead Project: Creating Classical Connections.  Maureen Lamb, a MEAD Fellow for 2017, created a hub website, for sharing resources for teaching, professional development opportunities, and connecting teachers of Latin and Greek for support. Attendees enthusiastically received this new resource and exchanged ideas about valuable resources and ways to use those currently available for Classics teachers and how to expand Maureen’s plan to cover all New England Classics programs and resources.  Ultimately, a mentoring program for early career Classics teachers will be put into place.
In sum, the collaborative spirit of the Classics at NECTFL inspired and energized participants. While NECTFL’S offerings in pedagogy and other languages made this a valuable contribution for CANE members, one of its greatest benefits was bringing together a diverse group of strong, critical thinkers and providing opportunities for the lively exchange of creative ideas and solutions for advancing our profession.


A Review of Latinitium’s New Edition of H.C. Nutting’s Roman Novel Ad Alpēs. 1

In 1928, H.C. Nutting wrote a Roman novel called Ad Alpēs, the story of a Roman family traveling from Ephesus to the Alps, stopping at Rome along the way. While they make their journey, various characters in the novel tell stories from history and mythology as well as revealing aspects of Roman culture through their everyday interactions. The stories come from both classical Latin sources and the Bible.
Recently, Latinitium, a website created by Daniel Petterson, in collaboration with Johan Winge released a new edition of this text to be read again ubiquitously in the Latin community. One can purchase a copy for just under twenty-five USD on Amazon. I have not fully completed reading the book, but I have completed enough of it to provide my thoughts on it as a resource for teaching, advancing one’s fluency, and pleasure reading in general.
Firstly, though I have already stated the price, the affordability of this text with the amount of text received cannot be overstated. For around twenty-five dollars, one can read two hundred pages of Latin in a consistent and well-flowing narrative. Also included in this book is a full glossary as well as vocabulary and grammatical footnotes. The book is not leveled or graded so the Latin remains constant throughout with respect to its ‘difficulty’ and the grammar is in no way sheltered.
This book is a wonderful resource for students at an intermediate-high to advanced level to use for extensive reading. The problem often with Latin is the lack of extensive reading available in the beginning levels of language learning. This book is by no means the complete solution but it is an effective text for reading a lot of Latin that is ‘good’ Latin, compelling, and fairly easily understandable. If one is looking for a text from which they would like to choose selections to read before tackling authorial Latin, I would consider Ad Alpēs ideal for such a task.
For increasing one’s own fluency, the value of this book cannot be overstated. The narrative is complete, interesting, ancient in nature, and thoroughly engaging. This book, for me, has been one of the few non-ancient sources which I did not want to put down while reading. I was indeed hooked fairly early on in wondering what would happen next and how Nutting would re-tell the narratives that have become eminently familiar to me throughout my career. The most important matter in any text, especially a Latin one, is that desire to continue to read. I think this book is a wonderful step for those learning in schools or on their own after going through a traditional grammatical syllabus or a natural acquisition method.
The quality of the text as put out by Latinitium is wonderful, with the printing clear and pleasant and all vowels ‘macronized’. The footnotes do not seem extraneous nor overly helpful (i.e. ‘giving the answer’). The Latin is entirely classical in style. I cannot recommend Ad Alpēs enough for any Latinist to have to complement their already bursting bookshelves.


Latin Sense and Nonsense in "Alexander Nevsky"

I had an interesting thought about the way we think about meaning in Latin recently. Explaining it requires a fair amount of background, so I hope you’ll bear with me and find a modicum of charm in my logos.
The chorus I sing with is rehearsing Sergei Prokofiev’s cantata Alexander Nevsky, and it’s a joyous if demanding experience. Prokofiev closely based his cantata on the film score he wrote for Sergei Eisenstein’s first sound film by the same name, released late in 1938.
Briefly, the story’s core is an historical event of consequence: It depicts the attempted invasion of the Principality of Novgorod in NW Russia in the 13th century by the Teutonic Knights of the Holy Roman Empire and their defeat by Prince Alexander, known popularly as Alexander Nevsky (1220–1263). The climactic battle on the ice of lake Peipus marks a spot which separates not only Estonia from Russia today, but Catholic and Protestant Europe from Orthodox Europe.
Even if you’re not a history of film maven, this is a classic worth seeing. The score is one of the most effective ever written; Eisenstein’s visual realization, while fairy tale propaganda in very broad strokes, is propaganda with a human heart. Leni Riefenstahl’s The Triumph of the Will (1935), in contrast, sweeps what is human away before the ecstatic hysteria of the depicted masses.
It’s very apparent that George Lucas really studied Eisenstein’s work. Look for the genesis of the Emperor Palpatine, Imperial Stormtroopers and Boba Fett in armor here.
Here’s the Latin connection in all of this. The film’s Teutonic Knights, Crusaders really, march along singing a hymn of sorts in Latin, which runs:
Peregrinus exspectavi
Pedes meos in cymbalis
over and over again. How would you translate this? I’ll discuss one answer at the end of the post.
What I find remarkable (and this is my real point) is the extent to which people who know Latin have been reluctant to see this as nonsense in terms of syntax, in part because the words and forms are correct and it is presented in a serious artistic context. I became aware of this fact when I posted the above quotation on a Facebook Latin teachers’ forum about 10 days ago. I received quite a range of thoughtful and creative replies, e.g.:
pedes meos is accusative absolute (medieval syntax);
cymbalis here means “stirrups” (for which DuCange gives stapes, stapedis with several variants), a meaning not attested elsewhere;
pedes meos is the subject of an understood infinitive in ellipsis, such as collocari or necti (or collocaturum iri or nexum iri, neither of which form is attested).
I think the authors of these translations have been enchanted, so to speak, by the fictitious medieval context for these Latin words in the movie. Prokofiev himself (b. 1891), whose father was an agronomist and whose mother, although musical, came from a family of serfs, was highly unlikely to have learned a speck of Latin at home. He was a prodigy and went to the Saint Petersburg Conservatory earlier than any of his classmates, so he lacked a humanistic education. His lyricist for the portions of the score in Russian was Vladimir Lugovskoy, a well-known Constructivist poet under a dark political cloud at the time. For him, advertising knowledge of Latin would have been a definite liability, as it might be seen as advertising reactionary sensibilities.
This is all a roundabout way of saying that these highly creative people would quote Latin, not write it. If they were to write it, it would be straightforward—for example, pedes mei, for example, would be rhythmically the same and provide no syntactical headache.
As it turned out, Prokofiev dropped a big hint as to his source in an odd place, which perhaps helps to explain why no one really thought about what he was saying for over 60 years. In a 1939 issue of Pioneer, a Communist magazine for young teens founded in the 1920’s, Prokofiev answered a question from a reader as to whether melody eventually would completely evaporate from music. In part Prokofiev wrote:
Many readers of Pioneer are likely to have seen the film Alexander Nevsky. Now I wrote the music to accompany this picture. Those who saw the film recall that the Teutonic Crusaders, as they make their attack, sing Catholic psalms. Since these events took place in the 13th century, at first I wanted to find out what the music was like that Catholics sang at this time. I found a book in the library of the Moscow Conservatory that was a collection of Catholic canticles of various centuries. Well? This music was so foreign to us, that there was no way to make it fit into the film. Of course these Crusaders, as they marched into battle sang it in a kind of frenzy; yet, it produces a cold and monotonous impression on the ear of today. Consequently I had to throw it out and compose for the Crusaders a sort of music which, to a contemporary audience, would best portray that historical moment.
I translated this myself because the online quotations of this passage misled me in the crucial matter of how P. described what the Northern Crusaders sing. Prokofiev wrote “Catholic psalms”. Indeed, the second word he used (песнопения), literally “song singings”, is “canticle” or “psalm”. Is our strange phrase from the Vulgate Psalms?
It turns out that it is, as was discovered by my source and guide in this matter, a Scottish research veterinarian and amateur soprano named Dr. Morag G. Kerr (more about her here). Psalm 38/39 ends:
13 exaudi orationem meam, Domine, et deprecationem meam auribus percipe lacrimas meas ne sileas quoniam advena sum apud te et peregrinus sicut omnes patres mei.
14 remitte mihi ut refrigerer priusquam abeam et amplius non ero
39/40 begins:
2 expectans expectavi Dominum et intendit mihi
3 et exaudivit preces meas et eduxit me de lacu miseriae et de luto fecis et statuit super petram pedes meos et direxit gressus meos.
And 150 has:
1 alleluia laudate Dominum in sanctis eius laudate eum in firmamento virtutis eius
2 laudate eum in virtutibus eius laudate eum secundum multitudinem magnitudinis eius
3 laudate eum in sono tubae laudate eum in psalterio et cithara
4 laudate eum in tympano et choro laudate eum in cordis et organo
5 laudate eum in cymbalis bene sonantibus laudate eum in cymbalis iubilationis
6 omnis spiritus laudet Dominum
Dr. Kerr noticed that these psalms are those used by Igor Stavinsky in his Symphony of Psalms (1930), and wrote a detailed letter on this subject to the publication The Musical Times in 1994.
Stravinsky and Prokofiev were sometimes cordial to one another, but mostly at loggerheads. S. remained an emigre after the Revolution; but P., who emigrated (with official permission, no less) in May, 1918, resettled in Moscow in 1936 with his family, after four years of shuttling between Paris and Moscow. It seems right, therefore, to view P.’s lifting of disjointed phrases that almost, but not quite, make sense together as a clever slap in the face aimed at the older composer for many reasons.
But what strikes me as a Latin teacher is this: how delicate, even feeble, our sense of Sprachgefühl is for our beloved language. We labor mightily to find meaning in a phrase that most would instantly question or correct if handed in by a student. I think Prokofiev has a lesson to teach all of us: credit the author with meaning, however misguided the grammar of its expression. It shouldn’t take 60 years for us to figure out what someone (a student, for example) has to say in Latin.