Learning Latin And Greek From Antiquity To The Present

This volume provides a unique overview of the complete histories of Latin and Greek as second languages.

The only introductory Latin textbook to use texts written by ancient Romans for Latin learners, presented in one volume.

With enthusiasm and wry wit, author Jones takes you step by step through the rudiments of the Western World's first great language--the medium of Plato and the New Testament. Introduces the Greek alphabet, explains each grammar point in layman's terms, gives plenty of study hints, provides answers for the exercises, and even presents a "to-do" list at the end of most chapters. Not too far into the book you'll already be reading masterful Greek literature, in extracts chosen from such authors as Plato, Sophocles, and Thucydides. Offers a discussion of Greek history and culture in each chapter, and another feature that looks closely at Greek words, with special emphasis on related words in English.--From publisher description

Learning Latin Through Mythology is a highly illustrated workbook to introduce elementary students to Latin using simplified versions of the popular myths of ancient Greece and Rome. The book consists of thirteen units, each including a short English version of a myth, an illustrated Latin version with vocabulary explanations, a related Latin grammar activity, plus related writing and open-ended projects. Innovative review exercises enhance the thirteen units. It captures students' interest in Latin through the myths, motivating them to translate the Latin and complete the other activities. References to mythology are commonplace in advertising, the media and the theater, and so it is essential that students understand the allusions to mythological characters. The lively and unique approach to learning Latin demonstrated by this workbook makes Learning Latin Through Mythology an interesting and useful introduction to simple Latin.

During the Roman empire Greek speakers learned Latin using textbooks that still offer special advantages: authentic and enjoyable vignettes about the ancient world, easy Latin composed by Romans, insight into ancient learning practices. This book makes the ancient Latin-learning materials available to modern students for the first time.

This book investigates the role of the Latin language as a vehicle for science and learning from several angles. First, the question what was understood as ‘science’ through time and how it is named in different languages, especially the Classical ones, is approached. Criteria for what did pass as scientific are found that point to ‘science’ as a kind of Greek Denkstil based on pattern-finding and their unbiased checking. In a second part, a brief diachronic panorama introduces schools of thought and authors who wrote in Latin from antiquity to the present. Latin’s heydays in this function are clearly the time between the twelfth and eighteenth centuries. Some niches where it was used longer are examined and reasons sought why Latin finally lost this lead-role. A third part seeks to define the peculiar characteristics of scientific Latin using corpus linguistic approaches. As a result, several types of scientific writing can be identified. The question of how to transfer science from one linguistic medium to another is never far: Latin inherited this role from Greek and is in turn the ancestor of science done in the modern vernaculars. At the end of the study, the importance of Latin science for modern science in English becomes evident.

"This work establishes and explores connections between Greek imperial literature and Latin poetry. As such, it challenges conventional thinking about literary and cultural interaction of the period, which assumes that imperial Greeks are not much interested in Roman cultural products (especially literature). Instead, it argues that Latin poetry is a crucially important frame of reference for Greek imperial literature. This has significant ramifications, bearing on the question of bilingual allusion and intertextuality, as well as on that of cultural interaction during the imperial period more generally. The argument mobilizes the Greek novels-a literary form that flourished under the Roman empire, offering narratives of love, separation, and eventual reunion in and around the Mediterranean basin-as a series of case studies. Three of these novels in particular-Chariton's Chaereas and Callirhoe, Achilles Tatius' Clitophon and Leucippe, and Longus' Daphnis and Chloe-are analysed for the extent to which they allude to Latin poetry, and for the effects (literary and ideological) of such allusion. After an Introduction that establishes the cultural context and parameters of the study, each chapter pursues the strategies of an individual novelist in connection with Latin poetry: Chariton and Latin love elegy (Chapter 1); Chariton and Ovidian epistles and exilic poetry (Chapter 2); Chariton and Vergil's Aeneid (Chapter 3); Achilles Tatius and Latin love elegy (Chapter 4); Achilles Tatius and Vergil's Aeneid (Chapter 5); Achilles Tatius and the theme of bodily destruction in Ovid's Metamorphoses, Lucan's Bellum Civile, and Seneca's Phaedra (Chapter 6); Longus and Vergil's Eclogues, Georgics, and Aeneid (Chapter 7). The work offers the first book-length study of the role of Latin literature in Greek literary culture under the empire, and thus provides fresh perspectives and new approaches to the literature and culture of this period"--

Steve Reece proposes that the author of Luke-Acts was trained as a youth in the primary and secondary Greek educational curriculum typical of the Eastern Mediterranean during the Roman Imperial period, where he gained familiarity with the Classical and Hellenistic authors whose works were the focus of study. He makes a case for Luke's knowledge of these authors internally by spotlighting the density of allusions to them in the narrative of Luke-Acts, and externally by illustrating from contemporary literary, papyrological, and artistic evidence that the works of these authors were indeed widely known in the Eastern Mediterranean at the time of the composition of Luke-Acts, not only in the schools but also among the general public. Reece begins with a thorough examination of the Greek educational system during the Hellenistic and Roman Imperial periods, emphasizing that the educational curriculum was very homogeneous, at least at the primary and secondary levels, and that children growing up anywhere in the Eastern Mediterranean could expect to receive quite similar educations. His close examination of the Greek text of Luke-Acts has turned up echoes, allusions, and quotations of several of the very authors that were most prominently featured in the school curriculum: Homer, Aesop, Euripides, Plato, and Aratus. This reinforces the view that Luke, along with other writers of the New Testament, lived in a cultural milieu that was influenced by Classical and Hellenistic Greek literature and that he was not averse to invoking that literature when it served his theological and literary purposes.