Monthly Archives: June 2014

Announcements for 29 Jun


  • CANEns is switching to its Summer schedule for July and August. If you have an idea for an article, we’d love to hear from you! Please contact one of our editors.
  • CANEPress books are now for sale on Amazon with free super saver shipping.
  • The CANE 2014-2015 calendar is now only $16 on Amazon.
  • If you missed a chance to get earrings, notecards, or the Caesar posters from the Emporium at Annual Meeting, they are now available on Etsy.
  • The theme for the 2014 CANE Summer Institute is “On the Shoulders of Giants”: Greco-Roman Giants and their Modern Emulators.”  Register now!
  • It isn’t too early to pay membership dues for the 2014-2015 school year.



  • MaFLA’s Summer Institute will be running on 8-10 August. Registration is open!
  • The Classics Program at the University of New Hampshire is pleased to issue a call for papers for its first Rouman Symposium for Research in Classics and the Humanities, to be held on the Durham campus from October 17–19, 2014. The Symposium is sponsored by the John C. Rouman Classical Lecture Series and will run from the afternoon of Friday the 17th until the early afternoon of Sunday the 19th. For more information, or to send in an abstract, contact R. Scott Smith.
  • The Academy Vivarium Novum is offering ten full tuition scholarships for high school students (16-18 years old) and ten full tuition scholarships for University students (18-24 years old) of any part of the world. The scholarships will cover all of the costs of room, board, teaching and didactic materials for courses to be held from October 6, 2014 until June 13, 2015 on the grounds of the Academy’s campus at Rome.The goal is to achieve a perfect command of both Latin and Greek through a total immersion in the two languages in order to master without any hindrances the texts and concepts which have been handed down from the ancient times, middle ages, the Renaissance period and modern era, and to cultivate the humanities in a manner similar to the Renaissance humanists.All the classes will be conducted in Latin, except for Greek classes which will be conducted in ancient Greek. Application letters must be sent to by July 1st in order to receive consideration. You can also use that email to ask for details on how to apply!


  • Live in western MA and want to practice speaking in Latin? There is a large group that meets weekly in Amherst! For details, contact TJ Howell.

Summer Opportunities

  • The Cambridge Latin Course is offering a three-day workshop in Boston, August 5-7. See their announcement for details!
  • The American Institute for Roman Culture (AIRC) has a 2014 schedule for its Summer and Fall study abroad programs, and include Media Studies, Art History, and Field School Excavations.

Job Opportunities

One year leave replacement. This part time Latin and Classics position is at Academy Hill School in Springfield, MA, a small independent school for gifted children.
Teaching experience, especially with middle school and younger.
Knowledge of Latin (MTEL certification or MA/MAT/BA in Latin/Classics a plus).
Candidates should be comfortable teaching Latin up to the Level II National Latin Exam syllabus.
Joy in learning and sharing what you know with students.
Creativity in presenting topics to students aged 9-14.
Involvement in the larger Latin community.
To apply, please submit a resume to or
Robert Orlando
Head of School
Academy Hill School
1190 Liberty Street
Springfield, MA 01104

Inspiring Motivation

For the past few weeks, as the school year has wound down, I’ve been thinking about motivation in students and how we can inspire students to motivate themselves, intrinsically as opposed to relying on extrinsic motivation, such as grades (“I have to get an A!”) or rewards (“If I do well on this, I get candy!”)
In these days where student achievement figures highly in assessing teacher performance, many teachers complain that they just cannot get their students motivated to care about the work, so the students don’t do well, and “make [the teacher] look bad.”  I hear a lot of teachers complain about how “lazy” students are, and I start to wonder, “How do we as teachers model intrinsic motivation?”
In pondering this question, I turned to my own students. “Tell me about a teacher who really motivated you to do better.  What did they do?  What didn’t they do?”  I asked.
Every single response I got had two main points in common–It was clear that the teacher loved what they did, truly and completely and treated the students like mini-adults, as opposed to empty buckets to be filled or gardens to be grown.  As I reflect on my own experiences with teachers, and how I became a Latin teacher, I see these sentiments as well.  My Latin teacher was an incredible man named Nick Unger.  As a freshman, I had placed into Latin 2, since I had taken Latin in middle school, and I honestly believed that I would take Latin through Latin 3 (the last year of the language requirement) and then major in Physics in college.  However, from the first day in his classroom, I knew I was sticking with Latin all the way through Senior year.  Tiny freshman me (yes, I was quiet and shy once) entered that classroom, and was greeted by a big voice saying “Ah!  Salve, Romana!” What have I gotten myself into?! I thought, but his zeal for the subject and passion for helping his students succeed was contagious.
Mr. Unger demonstrated his passions in so many ways.  Class was run like a Roman Society.  You could collect coins and move up ranks, which gave you privileges.  He described the history behind the Latin in such vivid terms that it came to life in your mind and he never missed an opportunity to read Latin meter seamlessly and with the expression of Kenneth Branagh.  And yet, he understood that students had lives outside of his class.  He came to our games, watched us in the plays, and understood when we got back late from a game and could not finish the homework–as long as it didn’t happen too often.
I remember taking an exam for him once.  State Finals Certamen was coming up and, as we took the exam, he typed diligently at his computer.  What had he been doing?  Writing questions to quiz us, the Certamen team, at our final practice before States.  If you thought that that kind of dedication would make us want to study our material, you would be right. We studied like it mattered, because we truly wanted to learn all that he was teaching, and we had a great time doing it.
As a teacher, I try to model myself on his example.  In his experience, in my experience, and in my students’ experiences, the best way to keep a student with even a modicum of interest in your subject engaged in the subject is not through worksheets but through making the language, the subject matter come alive and demonstrating your own love for your subject and what you do.
This probably does not come as a surprise to you all.  For all teachers, it can be hard to remember that we truly love what we do and truly care for our students, especially when we are trying to balance mountains of paperwork, data, and students staying after school.  Not only is this balance good for the students, it is good for the teachers as well.  When I need something to keep me going, I think of this example: One of my students wrote on her “first day questionnaire” that she had always had a bad experience in Latin, but was taking it because she had to finish her language requirement.  At the end of this year, in her final course evaluation, she wrote the following (quote used with permission), “I told you at the beginning of the year that this was my last year of Latin–that I just wanted to get through it. However, thank you for reaching out to me and giving us the projects and the guidance to make Latin fun and interesting.  You pushed me to do my best, even when I thought I wasn’t going on in Latin and stayed after school with me as many times as I needed to get the topics.  See you in Latin 4.”