Monday, 15 July 2013, 7:00 pm
"Roman Corporate Law, Medieval Canon Law, and the American Revolution"
Paul A. Rahe, Hillsdale College
Thursday, 18 July 2013, 10:30 am
The Edward Bradley Lecture
"Inventing a New Genre: Herodotus, Thucydides, and the Challenge
of Writing Large-Scale Prose History"
Kurt Raaflaub, Brown University
Tuesday, 16 July 2013, 10:30 am
The Gloria Duclos Lecture
"Greek 'Founding Mothers' and Others"
Deborah Boedeker, Brown University
Thursday, 18 July 2013, 3:00 pm
The Matthew Wiencke Lecture
"The Emperor's Old Clothes: The Triumph as Imperial Court
Goeff Sumi, Mt. Holyoke College
Tuesday, 16 July 2013, 7:00 pm
"Constitutionalism: Ancient Greek, Modern, and American"
Paul A. Rahe, Hillsdale College
Friday, 19 July 2013, 10:30 am
"Mr. Madison's Cicero"
Margaret Imber, Bates College
Wednesday, 17 July 2013, 10:30 am
"Virgil From the 18th to the 19th Century"
Richard Thomas, Harvard University
Friday, 19 July 2013, 3:00 pm
The Phyllis Katz Lecture
"The New Cincinnatus"
Ellen Perry, The College of the Holy Cross
Wednesday, 17 July 2013, 7:00 pm
"Classical Greek Republicanism and Montesquieu's Question:
Can a Republic Be Established and Sustained as an
Paul A Rahe, Hillsdale College
Saturday, 20 July 2013, 10:30 am
"Classics in a Post-Colonial Context: The Case of Zimbabwe"
Kathleen Coleman, Harvard University
Workshops will be offered both Tuesday, 16 July and Wednesday, 17 July from 3:00--4:00 pm, to include:
"Best Practices in Teaching Classics:
Betsy Mathews, Amherst High School, Massachusetts
The Classical Association of New England
The University Seminars Program of the Alexander S. Onassis Public Benefit Foundation (U.S.A)
The Department of Classica, Brown University
1. Making Sense of Greek "Founder"
Deborah Boedeker, Brown University
Ancient Greeks told all kinds of stories about hte origins of their polities, both the ancient mainland cities and the newer colonies strewn across the
Mediterranean. Founders were often marginal characters--failtures, exiles, even homicides. Many were directed by a god to establish a city where they
solved a riddling omen. Few, it seems, went hopefully in search of a new world. We will read foundation myths in early poets and historians, discuss
how they might be interpreted, and compare them with some stories of American founders.
2. The Idea of the Roman Republic in Antiquity and Modern Times
Geoff Sumi, Mt. Hollyoke College
In this course, we will examine how the idea of the Roman Republic persisted from Cicero's time through the age of the emperors. We will then examine
how this ancient concept was revived and transformed in the Renaissance and then the modern period, focusing on how the Founding Fathers'
understanding of the history and conceptualization of hte Roman Republic influenced the creation of the American Republic.
3. Rabirius' Perduellio and the Ills of the Republic
Margaret Imber, Bates College
Ww will study the evidence for the show trail of Gaius Rabirius in the year of Cicero's consulship and compare the ordeal of Rabirius in the year of
Cicero's consulship and compare the ordeal of Rabirius to the impeachment trials of Andrew Johnson and Bill Clinton. Our goal will be to derermine
show trials are evidence of hte failure of a republican constitution or if they simply indicate the lively range of possibility in a political culture organized
as a republic. Readings will include Cicero's speech and other ancient sources on the perduellio trial of Gaius Rabirius and transcripts from and
articles about the impeachment hearings of Johnson and Clinton.
4. Constructing the Past: Emperors and Presidents
Susan Ludi Blevins, Emory University
Societies celebrate individuals that are part of their acknowledged cultural identity and common understanding. We will explore highlights in the visual
culture of commemorating the 'good' Roman emperors, including architecture, portraits, and numismatics. A comparison of Roman monuments with
the American commemoration of great presidents through well-known examples suggests the depth of the classical influence on the American
memorial tradition. Contemporary debates over the form and grandeur of monuments in Rome and the United States reveals these monuments to be
symbols of collective pride as well as highly contested sites of memory.
5. Teaching and Learning the Classics in 17th and 18th-century America (and Today)
Jeri DeBrohun, Brown University
We will look closely at selections from early American textbooks, texts, and translations used by teachers and students both pre-college and college,
and popular (especially the translations) among all educated persons of the era. The aims and methodology of 17th and 18th-century textbooks will
be compared with those employed today. Among texts and translations, emphasis will be placed on the favorite poetic texts of the period: Homer's
Iliad in Pope's 1720 translation; Vergil's Aeneid; Ovid's Metamorphoses, including Sandys' widely-read 1626 translation; and Horace's Lyrics, epecially
as translated in 1786 by John Parke, himself a poet, who in his own "Horatian" lyrics replaced Augustus with George Washington. Knowldege of Latin
and/or Greek is welcome but not required.
6. The Purpose of Writing History in Classical Antiquity: History as Education for Life and Politics
Kurt Raaflaub, Brown University
Cicero coined the phrase historia magistra vitae (history is a teacher for life). Indeed, beyond the obvious purpose of reconstructing and narrating the
history of a distant or recent past, all major ancient historians--and biographers--pursued an ulterior motive: to educate their readers through the
medium of history, tomake themcritically aware (in both moral and political respects), and to prepare them to cope with the challenges of their time.
It was this moral and political purpose, too, that made their works so important to the early American founders and leaders who scrutinized them for
political models and urged their sons to read them for moral inspiration. The seminar will examine this didactic purpose in the works of Herodotus,
Thucydides, Polybius, Sallust, Livy, Tacitus, and Plutarch.
7. Tacitus and his American Revolutionary Readers
Timothy Joseph, The College of the Holy Cross
Thomas Jefferson called the Roman historian Tacitus "the first writer in the world without exception." In this course we will read Tacitus' Agricola,
Germany, Dialogue on the Orators, and selections from his Annals. Our focus will fall on the political theories and approaches that he present, and
also on how Ameircan founders such as Jefferson and John Adams read--and, perhaps, misread--Tacitus. Readings will be in English, with an eye
on the Latin in key Tacitean passages.
8. The Tyrant and the Sage
Margaret Graver, Dartmouth College
If John Adams has sometimes been described as a "sage," it is in view of his abiding interest in Cicero's De Officiis (On Appropriate Actions), the
only one of his major ethical treatises written after Caesar's death and the only one that deals directly wiht the practicalities of Ssoic ethics. In this
class we will ourselves read Cicero's book, wiht an eye to its political resonance in the months when Cicero was leading the resistance to the "tyrant"
Antony. All readings in English, with an outside reading session in Latin for any who are interested.
9. History--Ancient Near Eastern Style
Peter Machinist, Harvard University
This course will examine some of hte ways in which history was conceived, analyzed, adn written in the ancient Near Eastern and Mediterranean
worlds. Our perspective will be comparative, taking in texts from the ancient cultures of Mesopotamia, Syria, and Israel, together with a look at
classical Greece and te Judaism of the Second Temple period. Our focus will be less on the use of these texts to reconstruct the events they purport
to record--though this will not be ignored--than on how the texts understand history and go about writing it. We will also consider how at least the
biblical texts were received at certain points in American history, as pointers toward and possible shapers of aspects of American culture. The texts
will be read in English translation.
10. Shakespeare's Subsersive Classicism
William R. Morse, The College of the Holy Cross
As a student, William Shakespeare so loved Ovid's anti-epic Metamorphoses that we can fairly say it informed his later imaginative development.
This reality helps us understand the dramatist's own peroccupation with the power of will and the passions inhjman experience. As Hamlet famously
says, "reason paders will," more often rationalizing our desires sthan controlling and directiong them. We will discuss an early comedy and a late
tragedy to explore this critique of the west's longstanding faith in rationality. A Midsummer Night's Dream provides a virtual manifesto on the limits
of reason, as it explores the themse of Books III and IV of the Metamorphoses; by the time he writes Antony and Cleopatra, Shakespeare uses his
source, Plutarch (a favorite author of 18th-century Americans) with easy familiarity while ironically inverting Plutarch's conventional values.
Afternoon Reading Groups
Greek: Readings on "Greeks and Government"
Emil Penarubia, Boston College High School
Latin: "Caesar Salad: Selections from the New AP Syllabus"
Elizabeth Baer, Pittsfield Public Schools
Registration Deadline (N.B. The deadline is earlier this year.)
Please register as early as possible to ensure your space in the Summer Institutte. Courses are filled on a first-come, first-choice basis. The
postmark deadline for regular price registration is May 15, 2013. Registration between May 15 and June 1 is subject to an additional $25 fee.
For registration after the June 1 deadline, please inquire whether space is still available.
The BSic Program price includes tuition for two courses, plus participatino in reading groups, workshops, and receptions. Room and Board costs
include five nights' accommodation, linen service, lunches, dinners, receptions, and the Friday banquet. Those who are not members of CANE
will be asked to join the organization at the regular annual membership rate of $35. Lectures are free and open to the public.
A $100 deposit (non-refundable) is due along with the registration form. The remaining balance must be paid in full by May 15.
Housing for boarders is in single-occupant, air-conditioned dormitory rooms on the Brown University champus.
Are available at the cost of $15/day ($90 for the duration of the institute). There is no overnight street parking in Providence. You must purchase
your parking pass in advance on the Registration form. For commuters, free daytime street parking is available near campus.
May be available. If you wish to be considered for a schoalrship, please send an e-mail to Jeri DeBrohun, CSI Director (Jeri_DeBrohun@brown.edu).
Professional Development and Contnuing Education Credits
Although Connecticut CEUs (Constinuing Education Units) will no longer be in use after June 2013, all teachers will receive letters acknowledging
their participation and documentation of hours of received instruction suitable for use toward certification and professional development requirements
in their respective states. Please use the forms provided at Check-In.
All CSI facilities are handicapped accessible. Individuals who may need additional accommodations, auxiliary communication aids, or other forms
of assistance should indicate their needs in a note enclosed with the registration form or in an e-mail sent directly to the CSI Director (Jeri_DeBrohun@brown.edu).
Need more Information?
Please contact CSI Director Jeri DeBrohun by e-mail (Jeri_DeBrohun @brown.edu), or by regular mail (Dept of Classics, Box 1856, Brown University,
Provience, RI 02912).
CANE Summer Institute 2013
America's Founding Fathers and the Classics of Greece and Rome
July 15-20, 2013, Brown University
City:__________________________________________ State:____________ Zip:_________________________
Please indicate your choices by course number. Courses are limited to 15 per class and are filled on a first-come, first-choice basis. Please indicate at least one alternate choice in each session.
Morning course:___________________________________________ Alternate:_________________________________________
Basic Program Price for All Participants*-------------------------------------$400
Room/Board (includes lunches, dinner, banquet)--------------------------$400
[Total price for boarders = $800]
Banquet (for commuters who wish to attend)--------------------------------$40
CANE membership for non-members-------------------------------------------$35
Late Registration (after May 15)---------------------------------------------------$25
TOTAL COST: __________
A $100 non-refundable deposit is due with yoru registration form. Please make checks payable to C.A.N.E. Confirmation will be sent via e-mail within 5 days of receipt.
*The Basic Program Price is the price for Commuters, wihtout meals. Commuters who wish to share meals with boarders in the Brown dining halls may pay for them directly at time of purchse.
Print or detach and mail yoru completed registration form, together with $100 deposit (made payable to C.A.N.E.), to:
Jeri DeBrohun, Director
C.A.N.E. Summer Institute
Box 1856 Department of Classics
Providence, RI 02912
Brown University is not a sponsor or co-sponsor of the Classical Association of New England.