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The Association for Latin Teaching

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ARLT Summer School  1979



  held at Worcester College of Education

  Directed by Mr J Hazel and Mrs M Crisp

My intriguing plan was not, however, needed as I actually enjoyed the course. The lectures were excellent and the first, entitled "Herakles, Athena and Athens" and given by Professor John Boardman was illustrated with many superb slides. Two sessions on "Greek Tragedy" were directed by Dr. Shirley Barlow, and Professor Peter Walcot gave us a stimulating lecture entitled "A New Approach to Social History." He included such aspects as the Greeks' code of honour and their attitude to women, sex, suicide and rape. A lively discussion ensued, especially from the female part of the audience, but time was unfortunately limited. John Randall spoke to us on "Parva Sagaci," the Latin course he has devised at Lancaster University and also delivered an interesting lecture on "Virgil's Jealous Gods." Dr. Keith Sidwell talked to us about the J.A.C.T. Greek Project which is ever increasing in popularity.


The lectures given by the H.M.I.s, Messrs. Young, Smart and Turberfield, on resources, organization, the use of museums in the teaching of Classics and the pressures on classics in the curriculum were informative and useful, and gave good ground for discussion, although again, time was too short.

The Classical Studies sessions were extremely useful and entertaining. Wilfred O'Neill presented two illustrated sessions on "Environmental Classics" shown mainly in architecture, language and the commercial and business field. On our enjoyable coach trip to Chedworth Roman Villa I eagerly and at times almost hysterically pointed out every Doric, Ionic, and Corinthian column I could spot en route.

"Classics for the Less Able" was presented by Mr. David Wilson of Monkwearmouth School. Although the afternoon weather was very sultry, Mr. Wilson kept us absolutely spellbound. We listened to his informative talk and taped lessons, were shown different syllabuses, marking-schemes, lesson-plans and examples of pupils' work. He convinced us that classics can offer most educational skills and has something for everyone, not just the intellectual elite.

The traditional reading-groups concentrated this year on Livy, Tacitus, Catullus, Horace, Virgil and Euripides. I attended John Randall's Catullus group, and I found it very interesting to hear other people's literary criticisms and comments, for example the comparison of Catullus's "Phaselus" to Jason's "Argo" as suggested by the Rev. Darroch, and also to hear the pronunciation of others in the group.

The option groups included Prose Composition and oral work in Greek and Latin. I attended the pronunciation class and while advocating the use of W. Sidney Allen's "Vox Latina" and "Vox Graeca," I found John Hazel's explanations and demonstrations informative.

The various brief discussions on the use of different Latin courses were held separately and simultaneously. This was unfortunate as most of us, I think, would have benefited from each discussion, and it was difficult to choose which one to attend.

The final night's entertainment was such as I have never experienced before. The "Oratio Valedictoria" was presented by the Course directors, Mrs. Mavis Crisp H.M.I. and Mr. John Hazel. There followed a short extract from Euripides "Bacchae" read correctly and confidently in ancient Greek, a brief and humorous dialogue concerning our visit to Chedworth Roman Villa, a witty presentation of "Voca Fraudem," Latin songs, including Nicholas Dunn's famous pop conversions, and last but not least, the hilarious rendition of the "Mostellaria," presented of course, by Nicholas Dunn. The play was enjoyed by everyone especially by a visiting dog who showed his appreciation on several occasions by advancing on to the stage!

Our thanks to the Course directors, lecturers and to the staff at Worcester College. I look forward to next year's Summer School at York.

Paula M. Kuit



A.R.L.T./D.E.S. Summer School: July 23rd—28th 1979


As this was my first visit to a Summer School, I was somewhat apprehensive as to what might be in store for me. Perusing the list of course-members and the rather packed time-table, I began to plot an emergency method of escape from the college, triggered off, should the need arise, by a series of coded telephone messages.