• Abstract: In fourth-century Athens jurors were assigned to ten sections in the tribe (A-K), then selected for duty (or excluded from it) in a multi-stage lottery. Scholars have assumed that jurors were assigned to their sections randomly, by lottery among the whole tribe. This paper argues that the letter-sections originally represented a framework for regional balance. The procedure described in Ath. Pol. and illustrated by surviving artifacts evolved from later developments, but early adaptations are reflected in scenes from comedy, and these together with other testimonies suggest that the letters were initially assigned by deme or trittys, to assure equal opportunities for jury service. .

• Abstract: Cicero's appeals to antiquity with the term mos maiorum, or simply maiores, in his orations enable the orator to appeal to his audience's emotions, and to highlight their collective identity and cultural heritage as the proper basis for the decision he advocates. His usage is not strongly correlated with any chronological or generic subset of the orations, as is shown by a simple statistical analysis of their distribution. It is better understood as a strategic response to the circumstances particular to each oration, in a less formal sense.

• Abstract: This paper supplements my Funny Words in Plautine Comedy (2010) by reinterpreting two famous "Plautine elements in Plautus." Part one (on Amphitryo 302-7) argues that the pun on Quintus (the name) and quattuor, "four," translates a pun in the Greek model on Pentheus and tettaras, "four." Part two (on Captivi 84) argues that rurant, "they are in the countryside," should be rorant, "they are glistening," sc. unguento, "with after-bath oil." The examples suggest Plautus' genius lay as much or more in inspired translation as it does in his "originality".

• Abstract: In this paper I read the closing scene of the Aeneid through Aeneas' final speech, asking: What does it mean for Aeneas to say "Pallas te hoc vulnere, Pallas / immolat" at Aeneid 12.948-9? Drawing on intertexts from Iliad 22 and 24, I trace a sequence of thoughts suggested by the movement of Aeneas' eyes over Turnus' body. Quasi-cinematic features of 12.939-52 place the visible splendor of Pallas' balteus in tension with its horrifying past. Killing Turnus heals the resulting split between Aeneas' vision and his memory by reinstating the baldric's previous owner, binding Aeneas' and Pallas' lives together inexorably against Turnus' survival.

• Abstract: As Seneca's Jocasta pleads with Polynices to cease his assault on his homeland and return into exile, she borrows language from Cicero's In Catilinam 1 and Sallust's Bellum Catilinae. As a result, Seneca brings the mythological world of the Phoenissae into dialogue with a moment of strife from Rome's past at a crucial moment in the unfinished tragedy's action. In doing so, the playwright uses the memory of Catiline to foreground Jocasta's fraught relationship with the citizen enemy to whom she gave birth.

• Abstract: Ampelius 2.7 explains that Libra honors the inventor of the balance, the puzzling and much-emended personal name MOCHOS. Emendation is unnecessary: "Mōchos" is attested as an early Phoenician sage of Sidon, by Poseidonios, and in a translation by the Platonist Ofellius Laetus (ca. 75 CE). Ampelius may have drawn Mōchos and Libra from Ofellius, or like much of his lore on zodiacal constellations, from Nigidius, or from another unknown source. Ampelius explains two other zodiacal constellations similarly: Capricorn (2.10) honors Pan's defeat of Typhon in Egypt, and Pisces (2.12) honors Venus' birth from an egg found in the Euphrates.

• Abstract: This paper describes a course entitled "Leadership and the Ancient World" and explains the challenges and trends in higher education which make a course focused on the Classics about leadership desirable. The paper summarizes conventional approaches to leadership and emphasizes the advantages of a liberal-arts based approach starting with the Classics. We explain our basic course design; offer a summary of how the course was run; and present sample activities. In closing, we present assessment and evaluation data for the course and remark on ways in which the syllabus and design could be improved in future iterations.

• Christine Albright, "Enhancing Latin and Greek Classes through a Convivium"
• Ryan Sellers, "Oil for the Wheels in Teaching Caesar: Yesterday and Today"
• Maxwell Teitel Paule, "Companions of Aeneas: Gamifying Intermediate Latin"
• Antonia Syson, "Close Readings in a Latin Dictionary"
• Special Section: "Perspectives on Mentoring Latin Teachers," with perspectives by Mary Pendergraft, Alison Orlebeke, Daniel Leon, Ben Burtzos, Katie Robinson and Kathryn Chew

To read the articles, go to www.tcl.camws.org and click on Current Issue.

Teaching Classical Languages welcomes articles offering innovative practice and methods, advocating new theoretical approaches, or reporting on empirical research in teaching and learning Latin and Greek. Contact John Gruber-Miller, Editor, Teaching Classical Languages, Cornell College, Mount Vernon, IA 52314, tcleditor@camws.org.

Dr. Marcie Handler (Covington Latin School) earned this year's Outstanding State Vice-President Award for taking the initiative to contact the Kentucky Board of Education and to bring the lack of alternative certification paths for Latin teachers in the state to the board's attention. The State's Board of Education currently recognizes only one institution to certify new high school Latin teachers. This circumstance may be regarded as a possible hindrance and obstacle to the future of Classics in Kentucky. Thank you for your leadership and initiative, Marcie!

Dr. Stacie Raucci (Union College) earned this year's Outstanding Regional Vice-President Award for reaching out to each member of her constituency (At-Large Region) in the attempt to strengthen the ties between CAMWS and classicists outside CAMWS territory. According to her own report, she sent out over 350 emails. Thank you for taking the time to do this, Stacie!