Category Archives: Instruction

Attested Repetition in Homeric Epic

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

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New ways to read Greek and Persian epic and to explore diverse cultures

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

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Why study intro Greek? You could produce compelling performances of Greek poetry and prose in one semester.

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

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Course on Arabic Sources by West African scholars about the Mali and Songhai empires: Digital Humanities and a new model of Classical Studies at Tufts

At Tufts University, the course on Classical Historians (Classics 141 — details in the departmental course booklet) will focus on Classical Arabic sources composed in, and about, pre-colonial West Africa. While we will consider Arabic sources produced outside of West Africa and accounts of European travelers, we will focus primarily on two different historical sources from West Africa istself: the Tārīkh al-Sūdān and (what has traditionally been called) Tārīkh al-Fattāsh. Our goal is not just to learn about the Mali and Songhai empires but to use what we learn to create openly licensed, digital sources of various kinds that will help others explore a major historical period that has attracted far too attention in the teaching and research. Continue reading

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Perseus and new, enhanced introductions to Ancient Greek: Fall 2022

Tufts University will offer two different sections of introductory Ancient Greek in fall 2022, each of which takes a complementary approach. Both sections of the class have been designed to exploit increasingly powerful digital tools for understanding Ancient Greek and other languages — the skills that you learn will also help you exploit, and go far beyond, what you can do with translation, whether those are literary translations by human beings or the product of systems such as Google Translate or DeepL. Both sections build directly on an emerging new version of the Perseus Digital Library. Neither section has any prerequisites. Continue reading

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Looking for a new language? Consider Ancient Greek.

Are you interested in studying a new language in fall 2019? Whether you want to try something different for your language requirement or you have a year — or even a semester — you have an opportunity to travel thousands of years into the past and to confront the oldest sources in the continuous tradition of European literature.This is not your parents’ language class, and it is not high school Latin. You have an opportunity to participate in the reinvention of an ancient field and the development of a new track within the humanities as a whole. And you also have a chance to begin developing a research agenda of your own, one that can bring together the humanities and emerging fields such as data science. Continue reading

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2018 NEH Institute for Advanced Technology in the Digital Humanities – Apply Now

The Perseus Digital Library at Tufts University invites applications to “Digital Editions, Digital Corpora, and new Possibilities for the Humanities in the Academy and Beyond” a two-week NEH Institute for Advanced Technology in the Digital Humanities (July 16-27, 2018).  This institute will provide participants the opportunity to spend two intensive weeks learning about a range of advanced new methods for annotating textual sources including but not limited to Canonical Text Service Protocols, linguistic and other forms of textual annotation and named entity analysis.  By the end of the institute, participants will have concrete experience applying all of these techniques not just to provided texts and corpora but to their own source material as well. Continue reading

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Why we need user profiles and a new Perseus

Alison Babeu called my attention to a recent blog by a Princeton Classics undergrad that really captured a major challenge and opportunity for a new Perseus. Solveig Lucia Gold described her own reaction to the ups and downs of using the reading support that Perseus has offered for Greek and Latin for decades (and, indeed, since before many of our undergraduates were born, if we consider the CD ROM versions of Perseus). The situation will be even better — or worse — when we finally integrate treebanks and alignments between the source texts and the translations. Continue reading

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Collaborating Courses on Fifth-Century Greek History in Spring 2016?

Call for Collaboration Gregory Crane Leipzig and Tufts Universities September 1, 2015 This is a preliminary call for comment and for participation. I expect to be teaching an advanced Greek course in Spring 2016, quite possibly on Thucydides. I would … Continue reading

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Open Patrologia Graeca 1.0

A first stab at producing OCR-generated Greek and Latin for the complete Patrologia Graeca (PG) is now available on GitHub… This release provides raw textual data that will be of service to those with programming expertise and to developers with an interest in Ancient Greek and Latin. The Patrologia Graeca has as much as 50 million words of Ancient Greek produced over more than 1,000 years, along with an even larger amount of scholarship and accompanying translations in Latin. Continue reading

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