Dear CAMWS Colleagues,

The 2021 CAMWS meeting is not the meeting we hoped for, not in person in Cleveland, enjoying the hospitality of our hosts at Case Western Reserve University, not filled with the casual hallway camaraderie and conversation that usually marks our meetings. In some ways, though, this meeting is better than hoped for, and packed with cutting edge material that showcases the vitality of CAMWS. If you have not yet registered for the meeting, now is the time!

The program includes a bounty of paper sessions, panels, workshops, and roundtables that cover a wide range of the authors, genres, material cultures, and classroom techniques that CAMWS has been living and working with since its founding, topics that will always engage and challenge us. But in addition, you, the members, have given to our program a wealth of material that addresses two of the most pressing concerns of 2021, the twin pandemics of systemic racism and COVID-19. Wednesday evening brings us a broadly focused and highly topical panel from our CAMWS Committee on Diversity and Inclusion, as well as the announcement of our first Rudolph Masciantonio Diversity Award. Thursday evening, four CAMWS members reflect on their experiences and perspectives of being Black in Classics. In addition to those panels, you’ll find papers throughout the program that address various aspects of racism in classics and responses to it. Among the many responses to our medical pandemic is a panel on the politics of contagion, from Homer to COVID-19; a workshop on teaching in the COVID classroom; and a roundtable on hybrid teaching.

Check the program for these, and the many other contributions to CAMWS 2021. Each paper session, workshop, and roundtable deserves mention, but I highlight just a few others here: three reception sessions take our classics right into the 21st century in film, fiction, and even fashion; and a roundtable focuses on classics in popular music. The undergraduate poster session returns for a second year. One of the many useful sessions on pedagogy addresses the teaching of transgender identities and gender diversity in classics. The newest CAMWS affiliated group, Theater in Greece and Rome (TIGR), bounces onto the program with a Senecan Feast, performing Thyestes as a radio drama. There will be some business to conduct, and you’ll be hearing about ways to record your vote on important CAMWS issues during the meeting. And not to be missed are the closing ceremonies on Saturday night, complete with Ovationes from David White, and the passing of the gavel to the next CAMWS President, Hunter Gardner.

Many thanks to you, the diverse and creative CAMWS membership, for giving us a meeting program that speaks so eloquently to our rich past as well as our present needs and future hopes. Deserving special thanks from all of us are the members of the program committee, whose work in reading all of the submitted abstracts and proposals was as thoughtful as it was quick and efficient. And finally, extra special thanks to our Secretary-Treasurer, Davina McClain and the CAMWS Administrative Assistant, Drew Alvarez. Davina brings to this, her first CAMWS program, a wealth of experience from CAMWS Southern section, and also such unflagging dedication, good sense, and patience that the process went smoothly at every step – and was even enjoyable!

‘See’ you at CAMWS 2021!

David Schenker

President

Welcome to 2021 in CAMWSland!

The 2021 CAMWS Meeting will be VIRTUAL!

The program is up, and the registration is open for the 117th Annual Meeting of CAMWS. The dates of the meeting are April 7-10, 2021 with sessions and special events running Wednesday-Saturday from 10am to 9:30pm (EDT). President David Schenker has provided more details (see above) about the wonderful submissions that have been accepted for this year’s program.

CAMWS Business

The CAMWS Executive Committee continues to do CAMWS work, although there is the need to complete some of the work of last year that was put on hold because we could not have an official Business Meeting. Discussions are underway and will be finalized soon to provide a way to have the meeting attendees vote on various items that require a vote at the Business Meeting. More details will come once the Executive Committee finalizes the plans. As a reminder of the items that are awaiting votes:

In addition to the above business, the ad hoc Committee on Digital CJ, chaired by John Miller, has explored the options for a new home for The Classical Journal in the wake of changes at JSTOR that necessitate a move. A decision will be forthcoming in the next month or so.

In the meantime, JSTOR is changing its access to the electronic subscription to CJ, so I am in the process of setting up a new log-in page on the CAMWS site that will provide access for those of you who have the subscription to the electronic version of CJ. This new access will be set up by the end of February.

Finally, you will see e-mails that come from a new address: camwsst@gmail.com. The name on this address is CAMWS Secretary-Treasurer. I have created the account without a personal name, so that it will be easier to maintain in the future and cause less confusion.The transition will take some time, so don’t worry that messages to the previous e-mail addresses aren't being received.

With all that has happened and is happening in the world, the CAMWS Office especially wishes that you all will remain well and be able to learn, teach, pursue your research, and continue to share your devotion to the study of the ancient world.

Sincerely,

T. Davina McClain, Secretary-Treasurer

The 117th Annual Meeting of the Classical Association of the Middle West and South will be held virtually via Zoom Wednesday-Saturday, April 7-10, 2021, at the virtual invitation of Case Western Reserve University in the beautiful virtual city of Cleveland. While we will not get to visit the actual city and the actual campus in 2021, we do plan to hold a future meeting in this wonderful place and we are grateful for the work of the Local Committee.

10:00 am-12:00 pm EST, First Session

12:30-2:30 pm EST, Second Session

3:00-5:00 pm EST, Third Session

5:30-7:30 pm EST, Fourth Session

10:00 am - 12:00 pm EST, Fifth Session

12:30-2:30 pm EST, Sixth Session

3:00-5:00 pm EST, Seventh Session

5:20-7:30 pm EST, Eighth Session

10:00 am - 12:00 pm EST, Ninth Session

12:30-2:30 pm EST, Tenth Session

3:00-5:00 pm EST, Eleventh Session

5:30-7:30 pm EST, Twelfth Session

8:00 pm EST, Special Event: TIGR Table Reading of Plautus's Amphitryon

10:00 am - 12:00 pm EST, Thirteenth Session

12:30-2:30 pm EST, Fourteenth Session

3:00-5:00 pm EST, Fifteenth Session

Details for the Closing Ceremonies are forthcoming.

Dear CAMWS Members:

The CAMWS Executive Committee has approved the following amendments to the CAMWS constitution. The constitution requires that all proposed amendments be submitted to the membership in writing at least a month before the annual Business Meeting, at which such amendments must be approved by a vote of the members in attendance.

These amendments were proposed by both the Committee for the Promotion of Latin and a Task Force on Committees appointed for this purpose by President Anne Groton.

Here is a summary of the proposed changes:

Below are provided the current wording in the constitution, the proposed wording with edits, and the proposed wording without edits.

Section 1. The standing committees of the Association include the Executive Committee, the Development Committee, the Finance Committee, the History Committee, the Membership Committee, the Merit Committee, the Nominating Committee, the Program Committee, the Committee for the Promotion of Latin, the Resolutions Committee, and the Steering Committee on Awards and Scholarships.

Section 5. There shall be an Executive Committee consisting of the President; the President-Elect; the immediate Past President; the Secretary-Treasurer; the Editor of The Classical Journal; the Editor of Teaching Classical Languages; the Editor of the CAMWS Newsletter; the Chairs of the Steering Committee on Awards and Scholarships, the Committee for the Promotion of Latin, the Finance Committee, and the Membership Committee; and three elected Members-at-Large, who shall serve for renewable terms of three years each, one term expiring each year. The Executive Committee shall meet in conjunction with the Annual Meeting of the Association, except as provided under Article V.2. Election of Members-at-Large shall take place at the Annual Business Meeting.

Section 1. The standing committees of the Association include the Executive Committee, the Development Committee, the Committee on Diversity and Inclusion, the Finance Committee, the History Committee, the Membership Committee, the Merit Committee, the Nominating Committee, the Program Committee, the Committee for the Promotion of Latin and Greek, the Resolutions Committee, and the Steering Committee on Awards and Scholarships, and the Strategic Planning Committee.

Section 5. There shall be an Executive Committee consisting of the President; the President-Elect; the immediate Past President; the Secretary-Treasurer; the Editor of The Classical Journal; the Editor of Teaching Classical Languages; the Editor of the CAMWS Newsletter; the Chairs of the Steering Committee on Awards and Scholarships, the Committee for the Promotion of Latin and Greek, the Committee on Diversity and Inclusion, the Finance Committee, and the Membership Strategic Planning Committee; and three elected Members-at-Large, who shall serve for renewable terms of three years each, one term expiring each year. The Executive Committee shall meet in conjunction with the Annual Meeting of the Association, except as provided under Article V.2. Election of Members-at-Large shall take place at the Annual Business Meeting.

Section 1. The standing committees of the Association include the Executive Committee, the Committee on Diversity and Inclusion, the Finance Committee, the History Committee, the Merit Committee, the Nominating Committee, the Program Committee, the Committee for the Promotion of Latin and Greek, the Resolutions Committee, the Steering Committee on Awards and Scholarships, and the Strategic Planning Committee.

Section 5. There shall be an Executive Committee consisting of the President; the President-Elect; the immediate Past President; the Secretary-Treasurer; the Editor of The Classical Journal; the Editor of Teaching Classical Languages; the Editor of the CAMWS Newsletter; the Chairs of the Steering Committee on Awards and Scholarships, the Committee for the Promotion of Latin and Greek, the Committee on Diversity and Inclusion, the Finance Committee, and the Strategic Planning Committee; and three elected Members-at-Large, who shall serve for renewable terms of three years each, one term expiring each year. The Executive Committee shall meet in conjunction with the Annual Meeting of the Association, except as provided under Article V.2. Election of Members-at-Large shall take place at the Annual Business Meeting.

The Immortality Theme In The Odyssey And The Telegony

by Vincent Tomasso

This article examines the different ways in which the Odyssey and the Telegony represent the relationships between immortals and mortals — the immortality theme. They draw upon that common theme but inflect it in contrasting ways: whereas the Odyssey’s protagonist rejects immortality and embraces mortality, the protagonist of the Telegony does the opposite. In the end, though, both of these poems critique immortality. Analysis of these poems’ different inflections of the immortality theme provides insights into how themes could be used competitively in archaic Greek poetry as well as how the same theme operated similarly and differently in various traditions.

by Thomas Kuhn-Treichel

This paper offers a fresh perspective on the representation of the Muse(s) in Pindar. Two recent studies addressing this issue have argued for a clear distinction between the epinikia and the cult songs. This paper aims to reassess this approach and to offer a different perspective on the problem, focusing on the metaphors applied to the relationship with the Muse(s). While the image as drawn by Kantzios and Maslov emerges as simplistic, some of the metaphors can be linked to the given genre because they are based on analogies to the context of performance, which also enhance the cognitive effect of the poems.

by Matthew A. Sears

While Brasidas is often singled out as a particularly un-Spartan Spartan and is clearly presented as such by Thucydides, there were many other Spartans, including in the pages of Thucydides, who matched Brasidas’ innovation, energy and ambitious foreign policy. Thucydides overemphasizes Brasidas’ un-Spartan characteristics and downplays his similarities to other Spartans such as Gylippus in order to make Brasidas the exception that proves the rule. Thucydides’ treatment of Brasidas is therefore another important element in the historian’s methods of characterizing states and individuals.

by David Schwei

The addition of the aureus to the Roman imperial coinage system has not yet been fully explained, but a convergence of four factors in the 40s bce explains this coin’s introduction and continuation. First, the use of gold coins as a medium of exchange and store of value was easily comprehensible for Romans. Second, the civil wars in the 40s and 30s provided the need for a high value coin so the generals struck numerous aurei. Thirdly, Romans perceived a need for more media of exchange during the debt crisis of the 40s so the coin was readily accepted into common use. Finally, the mint continued to produce aurei to pay the imperial army.

by Joseph R. O'Neill

Explanations for why Claudius chose to revive the censorship in 47 ce after its long abeyance have hitherto failed to account fully for its coincidence with the reproduction of the Secular Games in the 800th anniversary of the founding of Rome and its relationship to the pomerial expansion of 49. I argue that these events are united by an ideological thread, that Claudius was attempting to legitimize his principate by appropriating the rhetoric of re-foundation first deployed by Augustus to explain and justify his extraordinary honors and powers. Claudius used the censorship, its various ancient prerogatives, attendant affiliations with figures from the distant past and other rites of renewal to present himself as a new re-founder of Rome.

by Tomislav Bilić

A study of the myths and cultic realities involving Apollo’s visit to Hyperborea demonstrates that many of them incorporate certain calendric information of different degrees of precision. Apollo’s movements set within a Hyperborean framework appear to have mainly been of a seasonal character and in this respect ultimately conditioned by the annual motion of the sun. However, this does not necessitate an outright assimilation of Apollo to the physical sun; the correspondences between the deity’s voyages to the far north and the movements of the celestial body were rather derived from the explicit seasonality of the rites at Delphi, Delos and elsewhere.

by Rachel Bruzzone

This article argues that Thucydides represents the story of the Eurypontid Spartan kings, Archidamus and Agis, as a coherent, meaningful narrative spanning his text. Early on, Archidamus worries that his generation might leave war to their children as a kind of inheritance. His son Agis then does inherit the war, more literally than any other figure. The consequences of this malign bequest become clear as Agis comes to violate the traditional value system represented by his father. Formal naming of both men throughout their stories encourages the reader to view their appearances not as a series of isolated events but as a single narrative depicting the corruption of their family.

by Richard L. Phillips

There are a number of invisibility rituals in the Graeco-Egyptian papyri whose presence in the corpus suggests that achieving invisibility was of interest to some in late Roman Egypt. But did anyone actually believe that such acts were possible?After highlighting the observations of various ancient (and modern) authors on this question, this essay turns to recent insights from Sarah Iles Johnston on the relationship of narrative technique and belief regarding Greek myth and considers how such techniques might have helped to affirm the validity of certain invisibility tales across time and space in the ancient Mediterranean world.

by Andrea Pittard

This paper examines the tensions that were inherent within the Roman moral concept, patientia, focusing on the versions of exemplary patientia provided by Cicero, Livy and Valerius Maximus. These authors use exemplarity to navigate the contradictory possibilities of patientia by emphasizing the agency and autonomy of their exempla. This allows authors to distinguish positive versions of the quality from negative versions, particularly those associated with women and enslaved individuals. This paper also considers how exemplary accounts of patientia facilitated a discussion about ideal morality and behaviour within shifting political circumstances and explores the roll of exemplarity in negotiating ideologies in Rome

Teaching Classical Languages (ISSN 2160-2220) is the only peer-reviewed electronic journal dedicated to the teaching and learning of Latin and ancient Greek. It addresses the interests of all Latin and Greek teachers, graduate students, coordinators, and administrators. Teaching Classical Languages welcomes articles offering innovative practice and methods, advocating new theoretical approaches, or reporting on empirical research in teaching and learning Latin and Greek.

by Skye Shirley (University College London), Karuna Sinha (University of Toronto), Kirsten L. Crooks (Abington Senior High School), Alexandra Cleveland (South Lakes High School), Emma Vanderpool (Springfield Honors Academy)

“Lupercal” is a Latin reading group that works to close the gender gap in spoken Latin by providing spaces for women and non-binary Latinists to learn from each other. Until February 2020, our nearly 20 groups met in-person across the world to discuss excerpts from Boccaccio’s De Mulieribus Claris and to address gender issues in the field of Classics. COVID-19, however, compelled us to move towards online meeting spaces such as the weekly “Cozy in the Wolves’ Cave” reading group. In this new world of social isolation, Lupercal has created a sense of community and continuity for our members through regular and free reading groups and spoken Latin hours as well as online events. Through our new internship program, Lupercal is now creating opportunities for its youngest members and creating new growth and contribution spaces.This paper discusses the various programs and initiatives that we have hosted in order to increase opportunities not only to learn and speak Latin but also to develop personal and professional relationships with one another. While in-person groups were geographically centered, this new online format has allowed members from around the world to participate. Moreover, we have seen a significant rise in membership in our Facebook Group and book requests, indicating that this new format has increased accessibility and interest. This paper ends by briefly discussing the specifics of the challenges that have arisen and the ways in which Lupercal has adapted and transitioned its lessons into an online format with a significantly larger attendance while staying committed to its mission of accessibility and growth. Through these efforts, Lupercal has allowed members from all over the world to get to know one another and build a new online learning community, while others, traditionally grounded in a physical location, have been put on hold.

Teaching as Consolatio: Re-imagining the Teacher-Student Dynamic in Times of Emergency

by Evan Dutmer (Culver Academies)

In this essay, I argue that the massive change in educational circumstances brought on by the Covid-19 pandemic require a similarly drastic shift in pedagogical approach from classics teachers. In particular, I argue that classicists of all kinds have much to gain from reflecting on (i) an ancient literary tradition, i.e., the genre of the epistolary Consolatio in ancient philosophy (especially Stoicism and Epicureanism), to help both themselves and their students regain a sense of purpose and relevance in their classical studies, and incorporating (ii) insights from contemporary theory in social and emotional learning (SEL) in their teaching practice. Together, I think these can help us to reimagine our teaching roles during this time of unprecendented emergency as one of consolator-discipulus rather than just magister-discipulus.

by Steven Hunt (University of Cambridge)

During the lockdown period, with schools closed, teachers across the world have had to adapt their classroom teaching practices to the relatively new methodology of online teaching. There is a large amount of literature on this approach, covering course design, pedagogical strategies, assessment and so on. Much of this pertains to the idea of the ‘future’ school, where learners stay mostly at home and share teaching models given by global experts, and is driven by the higher education sector’s needs for outreach and a desire for improving social equity (Searle, Jackson & Scott 2019). For the study of classical languages and literature, there has been little for teachers to turn to that is relevant to their immediate needs during this crisis. My co-edited book Teaching Classics with Technology (Natoli & Hunt, 2019) provided some samples of practices that could help teachers better orient themselves to the new environment, such as distance-learning (Walden, 2019) and the Virtual Learning Environment (Lewis, 2019). Nevertheless, this moment provides a unique opportunity not just to consider how teachers are using online teaching and learning to deal with this moment in time, but also to critically investigate how the experience might lead to further integration of digital resources into standard classroom/home settings when the crisis is over. Casual observations of teachers’ inquiries on social media such as Twitter and Facebook suggest that they share not just a concern with the practical use of unfamiliar technology, but that they are led to question the very ways in which they have previously taught. The Classics teachers value technology highly, allowing students to see the teacher, even if not all the time. The teacher’s own voice is felt to be as engaging for maintaining student engagement as is the image of the teacher. Teachers explored a range of types of technology that afforded both synchronous and asynchronous teaching and learning activities. They developed their own routines of using both approaches for consistency of delivery, assessment, and feedback, and managing their students’ work-life balances. Crisis-led online teaching and learning has begun to change teachers’ thoughts about their practices and may in the long-term impact on current modes of assessment.

by Daniel W. Moore (Indiana State University)

Recent research comparing fully online beginning level modern foreign language classes versus face-to-face classes has suggested no significant difference between the learning outcomes achieved via the different instructional formats (Moneypenny and Aldrich; Sato, Chen, and Jourdain; Blake and Delforge). At Indiana State University, online courses in beginning level modern foreign language classes have been offered for several years and provided a template for classical language classes to quickly transition from face-to-face instruction to fully online instruction during the Spring 2020 semester. This article assesses the utility and effectiveness of some of the teaching methods currently used in those classes for a beginning ancient Greek course. Lecture archiving and video conferencing were the most useful methods for teaching in an online format, but it was difficult to recreate online the in-class exercises critical for reinforcing lessons in morphology and grammar. In the author’s view, any attempt to move classical language classes fully online would require smaller beginning class sizes than currently offered (fewer than 25 students), significant online support from textbook publishers like that provided for modern foreign language instruction, and validation through studies that demonstrate that fully online classical language classes are capable of achieving learning outcomes similar to those achieved in face-to-face classes (e.g., by using the ACTFL ALIRA test for Latin classes).

by Michael Furman (Florida State University)

Though we all survived the rapid transition to emergency remote instruction in the spring, many of us were so caught up in managing our own stressful transitions that our role in mentoring and guiding our graduate student instructors and teaching assistants became subject to neglect. This must change going forward. Thinking the crisis has passed or will do so by the end of the calendar year does not recognize the reality of the situation facing Classics. We must invest more time in helping our instructors manage their own instructional design challenges. Undergraduates were forgiving in the spring, but there are already signs expectations will be heightened for the fall and beyond. A discipline as reliant on enrollment for its continued survival as Classics cannot afford complacency at this critical juncture particularly when graduate students teach so many undergraduate courses (ca. 25% of all undergraduate students in Classics at Florida State University) and the application of thin-slicing (first impressions) to retention is clear. This reflective essay draws on my experience as the Supervisor of Teaching Assistants in the Department of Classics at Florida State University to provide guidance for faculty members in supporting graduate student instructors during this crisis.

by Brianna McHugh (Yorktown High School)

Asynchronous learning poses unique challenges to the Latin classroom, especially since many Latin classrooms focus on various interdisciplinary topics throughout a school week. This report examines how a teacher used Google Slides to create weekly workbooks for asynchronous digital learning. The requirements set by the school district for these lessons included asynchronous learning, daily time limits for work, and restrictions to grading and feedback. By using Google Slides, the teacher created a template which; would be familiar to students week by week; would cover a variety of topics to Latin study consistently; limit the amount of work for students to locate and navigate a multitude of digital resources; and create a compact unit of material for students to submit and for the teacher to grade. This report aims to reflect on the implementation of these workbooks and provide a potential template from which other teachers may model their asynchronous lessons.

by Maureen Gassert Lamb (The Kingswood Oxford School)

As many Latin and ancient Greek teachers are transitioning into the world of on-line and hybrid learning, they are searching for the most effective strategies they can use to engage their students and enhance their learning experience online. The discussion will examine several strategies to create an effective online experience for ourselves and our students.

The CAMWS Office has back issues of The Classical Journal which are available free of charge to members for distribution to students. If you are interested, please contact camws@camws.org for further information.

CAMWS members have full access to the Loeb Classical Library On-Line.

Go to https://cj.camws.org/loeb. (password protected)

Direct questions and entries to amhagen@monmouthcollege.edu.

Deadline March 15, 2021

The Society for Classical Studies is delighted to announce that the TAPA Editor Search Committee has selected Joshua Billings and Irene Peirano Garrison as the new co-editors of TAPA. This is the first time in its history that TAPA will be led by two co-editors. Professors Billings and Peirano Garrison will cover TAPA volumes 152-155 (2022-2025). Volume 153 will include a themed issue, as previously announced, on race, racism and Classics, edited by Professors Sasha-Mae Eccleston and Patrice Rankine.

Please join us for the 37th annual

July 13-15 and July 20-22 via Zoom

2 weeks/ 2 sessions

Public lectures session 1 (8-9:15 pm, eastern) will feature a series of three lectures by Diane Arnson Svarlien, most well-known as the translator of Medea.

Public lectures session 2 (8-9:15 pm, eastern): Kathleen Coleman (Harvard University), Dan-el Padilla Peralta (Princeton University), and Aaron Seider (College of the Holy Cross)

The CANE Summer Institute is grateful to the Classical Association of New England, the Department of Classics at Brown University, and the Gladys Krieble Delmas Foundation for their support.

For more information and registration details, go to www.caneweb.org

Please direct questions to the CSI director Amanda Loud at summerinst@caneweb.org

Individual membership in CAMWS for the fiscal year July 1 through June 30 may be purchased for $65 ($30 for student, retiree, first-time teacher, or new CAMWS member; $45 for contingent faculty). Joint spouse/partner membership is available for $90, retired spouse/partner membership for $50 Life memberships are also available for individual or for joint spouse/partner.

A membership includes a one-year subscription to The Classical Journal as well as on-line access to the Loeb Classical Library. Please indicate on the membership form whether you would prefer to receive CJ electronically (via JSTOR) or in print. For an extra $5 you may receive the journal in both formats. Please note that membership in CAMWS provides electronic subscription only to the current volume of CJ. CAMWS members wishing to have access to back issues of the journal can do so at a special rate through JSTOR. Please contact T. Davina McClain at stcamws@camws.org for additional information.

The CAMWS Newsletter is sent electronically to all members with e-mail addresses. If you would like to receive a print version in addition, you may indicate that on the membership form.

As part of your CAMWS membership, you are automatically subscribed to Classical Journal On-Line from which you will received frequent reviews of new books in the classical field, unless you indicate on the membership form that you opt out of this subscription.

Membership in CAMWS also includes on-line access to the Loeb Classical Library. (Please note that it may take two or more weeks following payment to process this on-line access.) CAMWS members can also request a complimentary subscription to Greek Keys.

Individual membership in CAMWS makes one eligible to submit an abstract for a CAMWS meeting and to apply for various CAMWS awards and scholarships.

Please note: Individual memberships or subscriptions to CJ sent to an address outside the United States or Canada are subject to a $20 postage surcharge. Individual subscriptions automatically include membership in CAMWS.

You may use the CAMWS membership form to join ACL or SALVI, subscribe to any of eight other scholarly journals, order a copy of Herbert Benario’s CAMWS: A History of the First Eighty Years, purchase various CAMWS merchandise (including 6-inch ‘Roman’ rulers, a CAMWS YoYo, shot glasses or koozies) and/or make a tax-deductible contribution to CAMWS.

An individual must be a current member of CAMWS in order to 1.) submit panel, workshop or individual paper proposals for the annual meeting, 2.) register for the annual meeting; 3.) apply for any CAMWS awards or scholarships, including CPL awards; or 4.) hold a CAMWS office or serve on a CAMWS committee.

If you are already a CAMWS member and wish to order CAMWS memorabilia or subscribe to other journals, please use this Miscellaneous Order Form.

Please use this electronic membership form. Payment by credit card is possible through the CAMWS web site (A $3 processing fee will be added to each credit-card transaction.) or you can print out this membership form and mail it to CAMWS with a check or money order drawn on a U.S. bank or a bank that uses U.S. routing codes to:

CAMWS

Watson Memorial Library, Rm 313

Northwestern State University

Natchitoches, LA 71497

If your institution or organization becomes a member of CAMWS, it receives the following benefits:

Institutional membership also supports CAMWS awards and scholarships and efforts to promotion Classics in the CAMWS region.

For further information, please contact stcamws@camws.org.

Any educational institution or organization can become a member of CAMWS by paying an annual fee of either $60 (for a K-12 school or a college or university offering a B.A. in Classics), $75 (for a college or university offering a M.A. only in Classics) or $110 (for a university offering a Ph.D. in Classics). Please note that institutional memberships are for the fiscal year beginning July 1st through June 30th. Please submit your membership application and payment as soon as possible in the fiscal year. The cost of additional student honorees is $30 per student.

To become an institutional member (and/or to order up to two additional student honorees), you can use this on-line form camws.org/membership/ institutionform.php. Payment can be made by check via groundmail or online by credit card or Paypal account A $3 processing fee will be added to each credit-card transaction.

Please send your payment by a check or money order to:

CAMWS

Watson Memorial Library, Rm 313

Northwestern State University

Natchitoches, LA 71497

To designate your student honoree(s), please complete the on-line award designation form and submit it no later than May 1st for each academic year.

If your institution requires an invoice to pay by check, please send an email to stcamws@camws.org to request an invoice.

Do you have news to share? Let us know! We welcome news of note from both individual and institutional members: newsletter@camws.org.

Listed here are those individuals whose deaths have come to the attention of CAMWS since the last Business Meeting. A full listing of deceased members may be found on our Necrology of CAMWS Members page. You are invited to leave comments, anecdotes, and other loving remembrances of these CAMWS members on the CAMWS Necrology Blog.

The CAMWS Newsletter is published three times per year, in the fall, winter, and spring/summer. The deadline for the fall edition will be May 15, 2021. Send submissions by email: Timothy_Heckenlively@baylor.edu or newletter@camws.org. Send submissions by regular mail to: