Written by Latin Teacher Stephanie Vogel
I received a grant from the National Endowment for the Humanities (NEH) to spend three weeks in St. Peter, Minnesota at Gustavus Adolphus College working with fifteen other Latin teachers to study Roman daily life. In the morning, we read from the Satytica by Petronius, which is one of the most robust primary sources in Latin that exists on Roman dining practices and daily life. We focused on the cena Trimalchionis (Trimalchio’s dinner party), which describes a dinner party held by a wealthy freedman, Trimalchio, that is a spectacle in every sense of the word. Its descriptions of food, leisure, and relationships between masters and slaves, men and women, and other groups are among the most detailed and insightful in Roman literature.
In the afternoon, we examined graffiti that was uncovered in Pompeii and Herculaneum and used that as a lense to consider the lives of the 99% of Romans, which was exciting given that the wealth of sources that we have today is written by and about the Roman elite. The goal of most classics programs, including Baldwin’s, is to build one’s grammatical, historical and vocabulary knowledge to read the canonical Latin texts that actually represent a very limited percentage of the Roman population in antiquity. Thus, learning how to locate graffiti on the internet and how to translate different types of inscriptions was extremely useful and interesting to me. We worked with Dr. Rebecca Benefiel, one of the world’s foremost experts on ancient graffiti, and helped add to her online catalog of inscriptions which is already an exciting resource for Latin teachers. Right now, inscriptions are only accessible via a large, expensive, and unwieldy book called the Corpus Inscriptionum Latinorum (CIL for short) and only a handful exist in the entire world. For this reason, Rebecca’s work on uploading all of the inscriptions from the CIL to her website and organizing it in an easily searchable way will make it significantly easier for Latin teachers to access them. This has far-reaching implications for sharing these inscriptions with our students.
At the end of the program, we were each charged with conducting independent research on a topic related to daily life that was of interest to us, and of creating a unit plan or other materials that we could eventually use in our classes. I researched the electoral process, electoral advertisements and exactly what made one ‘electable’ in Italy. It was fascinating and informative and I am planning to leverage my work on this topic into an election simulation around the mid-terms in November. I will have my students create their own electoral advertisements in Roman style around the same time. I’m really looking forward to it!