ShareTweet A lot is happening at Perseus. I am writing now to point out the first result from a new NEH grant that formally began one month ago (July 1, 2023). We have released a much revised Greek edition of … Continue reading
ShareTweet I am writing to express my gratitude to the National Endowment for the Humanities for awarding us a new grant entitled “Perseus on the Web: Preparing for the Next Thirty Years.” We will receive just under $348,881 for this … Continue reading
ShareTweet Gregory CraneMarch 15, 2023Medford MA, USA Five years after the March 15, 2018, announcement of the Scaife Viewer, we are announcing Beyond Translation, the first version of the sixth generation Perseus (Perseus 6.0). The current NEH-funded phase of work … Continue reading
Tufts University will introduce a new course in spring 2023: “Natural Language Processing and the Human Record.” Students at Boston College and Boston University can already cross-register to take this course for credit but, insofar as space allows, it will be open to others in person and to a wider potential audience participating online. This project-based course will not only provide opportunities for students of Greek and Latin, but also for students of other historical languages. It also addresses a major gap between the curricula to which most students of historical languages have access and the realities of doing research in a digital age. Continue reading
This paper announces the creation of a version of the Homeric Iliad and Odyssey that links each line of each poem with those other lines in the Iliad and the Odyssey that share the most significant vocabulary. Each line has at least one parallel. The line with the most parallels (Od. 2.569) has 227 parallels but that is exceptional. The average line has 24.4 parallels. Forty-eight files, one for each book in the Iliad and Odyssey, are available on GitHub and I expect to add them to other repositories in the future. This paper describes how similarity is calculated. Continue reading
Our work explores the hypothesis that a new mode of reading is taking shape, one in which dense, machine actionable annotations allow readers to work directly and effectively with sources in languages that they do not know – a new middle space between reliance on translation and mastery of the source text (Crane et al. 2019, Crane 2019). This hypothesis has substantial potential importance for our ability to use source texts to explore cultural diversity in general and the diversity of Asian cultures in particular. Our particular work focuses on two challenges for a traditionally Eurocentric subject, Classics (or Classical Studies), which is still used to describe the study of Greco-Roman culture. On the one hand, university students without training in Greek and Latin in secondary school have difficulty mastering the languages and learning about the subject. In spring 2021, the Princeton Classics Department provoked controversy when it made it possible for majors to study Greco-Roman antiquity without learning any Greek or Latin — too few students, especially students of color, had access to Latin, much less Greek, before college (Wood 2021). At the same time, Classics and Classical Studies are far too narrow – we must include other classical languages – Sanskrit, Classical Chinese, Classical Arabic, etc. – if we are to continue using these terms. We report on work that addresses both challenges. Continue reading
This second part focuses on the problem of visualizing what learners have and have not seen, what new vocabulary they have just encountered, and what new and future vocabulary is above or below some threshold separating common from uncommon words. The goal here is not to provide a finished design but to present a draft that can be developed further. The technology employed is relatively simple — the visualizations are implemented as Support Vector Graphics (SVG) objects. The next version will probably be in some dialect of Javascript but the figures below demonstrate one model by which to convey the more granular view of vocabulary. Continue reading
This paper is designed to be the first of two that explore the degree to which learners can track how much of the vocabulary as a whole in a target corpus they have encountered and to see the frequency in the rest of the corpus of each newly encountered vocabulary item. We focus here upon the Ancient Greek Iliad and the Odyssey, a corpus of just over 200,000 running words. Homeric Epic provides a useful starting point because a growing cluster of openly-licensed, digital resources for this corpus are available, including links from each form in the epic to a dictionary entry, the starting point for vocabulary analysis. Continue reading
This paper makes a simple, but significant, observation. Vocabulary keeps growing in any corpus — there is no final, fixed set of words. That phenomenon appears with any natural language corpus. Here I emphasize the significance for students of Homeric epic. The Homeric Iliad and Odyssey contain about 200,000 running words and we can see how the number of dictionary entries (e.g, anêr, ‘man’) and of inflected forms derived from dictionary entries (e.g, andros, ‘of a man,’ andri) increase slowly but continuously: 8,792 dictionaries appearing as 31,664 different account for the 200,581 running words that appears in the Perseus Dependency Treebanks of the two epics. Continue reading
If you are an accomplished performer, you should be able to begin performing Greek poetry and prose, with an understanding of every syllable of what you are reading, by the end of one semester. I base that on the preliminary results that my collaborator Farnoosh Shamsian observed after 30 hours of instructing Persian speaking students Homeric Greek. We desperately need passionate and compelling performances of Greek and other languages to bring these sources to life. We can use podcasts and YouTube videos to reach a global audience. We have compelling sources. We need performances in different voices by people from different backgrounds. Continue reading