The Reading Ancient Schoolroom at Butser Ancient Farm’s Roman Villa

Butser Ancient Farm has invited the Reading Ancient Schoolroom to offer a Romano-British rendition of the Reading Ancient Schoolroom from the 1st to the 7th of August.

Run by Professor Eleanor Dickey and Research Associate Nadin Marsovszki, the Reading Ancient Schoolroom enables modern students to discover first-hand what the ancient world was really like, by attending a re-created ancient school. The Reading Ancient Schoolroom takes place in a replica of an ancient school, in which all participants wear Roman costumes and use replica ancient writing materials. Students practise the type of exercises that were commonly done in ancient schools and do so in a setting that uses the ancient rather than modern educational convention.

Notably, this marks the first occasion in which the Ancient Schoolroom will transport participants to Roman Britain, as its previous iterations were centred on ancient Egypt. As a result, adjustments have been made, such as transitioning from papyri to wooden tablets and adapting exercises accordingly. For instance, the reading exercise now revolves around Vergil’s Aeneid, instead of Homer’s Iliad. Moreover, several novel activities have been introduced, including a Vindolanda alphabet writing task, a Roman acting class, and progymnasmata  exercises.

Butser Ancient Farm is an open-air experimental archaeology museum and active research center, encompassing various historical periods from the Stone Age to the Saxons. Among its attractions are a Stone Age farm, a Bronze Age roundhouse, a Celtic village, a Roman villa, and Saxon halls. This unique setting is ideally suited to enhance the immersive learning experience we aim to provide.

For further details about Butser Ancient Farm, please visit www.butserancientfarm.co.uk. Additionally, we encourage you to explore our revamped website, where you can find more information about the Reading Ancient Schoolroom, at www.readingancientschoolroom.com.

We hope to see you at Butser!

Classics and Italian Colonialism: A Three-Day Conference at the Museo delle Civiltà, Rome (22-24 June 2023)

Written by Samuel Agbamu

Rome is a city steeped in the history of empire. Few tourists will fail to visit any number of the imposing remains of the Rome of the Caesars, be it the Colosseum, Pantheon, or the Forum. Yet the imperial history of Rome did not end with the putative fall of the Western Roman Empire, whenever we might date that, nor with Charles V’s sack of Rome in 1527, nor even with the incorporation of Rome into the Kingdom of Italy in 1870. Of the major European imperial powers of the nineteenth and twentieth centuries, Italy stands out as perhaps the least discussed, either inside or outside Italy, and one of the least understood. Because of its easy association with the Fascist regime, which held power from 1922 to 1943, and the invasion of Ethiopia launched by Mussolini in 1935, the legacy of modern Italian imperialism is frequently subsumed into the question of Fascism. Yet Italy pursued an imperial agenda almost at the same time as being unified as a nation in the 1860s, and the legacies of its colonial endeavours persisted long after the death of Mussolini, and continue to be felt in many ways today. Furthermore, Fascism is well known for adopting, adapting, and inventing ideas drawn from ancient Rome, from the so-called ‘Roman salute’ to the symbol of the Fasces itself. Yet modern Italian imperialism, prior to Mussolini’s March on Rome in 1922, had a long history of posing itself as ancient Rome’s successor, returning to regions that had once been part of the Roman empire.

It was with such considerations in mind that Elena Giusti (University of Warwick) and I organised a three-day conference in Rome in June 2023. When we began to put the event together, we did not know that we would be having these discussions in a country run by Georgia Meloni’s Fratelli d’Italia (Brothers of Italy) party. Fratelli d’Italia are the heir to Mussolini’s Fascist party, and were swept into power partly on the basis of virulent anti-migration policies. Many of the migrants who are targeted by Meloni’s xenophobic rhetoric and policies depart for Italy from the coast of North Africa, especially Libya, a former colony of Italy. Similarly, many of the migrants originate from Italy’s former east African colonies. Italy’s right-wing, anti-immigration governments have been especially vociferous in their hostility towards those crossing the Mediterranean from North Africa to Europe’s southern shores, despite the fact that Italian imperial ideology once promoted the notion that the North African coastline was Italy’s ‘Fourth Shore’, and that Libya was, in fact, a part of Italy. Such ongoing ramifications of Italy’s past imperial claims, many of which were based on selective readings of North African ancient history, made the urgency of this conference acutely felt.

Rome’s EUR district was built for the Esposizione Universale Roma 1942, which never took place due to the outbreak of the Second World War. At the end of the road is the Palazzo della Civiltà Italiana or the so-called ‘Square Colosseum’. Photo by author.

The conference was hosted at the Museo delle Civiltà in Rome, in collaboration with Rosa Anna di Lella and Gaia Delpino, cultural anthropologists working at the museum. Set within the imposing EUR district of Rome, the ultimate architectonic expression of Fascism’s self-representation, the museum holds the collections of the former Museo Coloniale, inaugurated by Mussolini in 1923. Recently, the museum has been working to contextualise and expose the hidden histories of its collections, culminating with the current exhibition, Museo delle Opacità. In this context, to host the conference in the heart of an area built in Fascism’s image, but in an institution working hard to address the legacies of colonialism and Fascism from within, offered a particular poignancy to the event’s proceedings.

Over the three days of the conference, we heard from not only classicists, ancient historians, archaeologists, but also scholars of Italian history and literature, as well as North African and East African history. Papers addressed such themes as Italian archaeologists’ promotion of colonialism in the Aegean and North Africa, the legacies of intellectuals who had used ancient history to support or resist imperial ideologies, ancient history in the Fascist Italian classroom, and new methodological and theoretical perspectives on Italian imperial history. The final day involved workshops organised by the museum on their colonial collections, while the conference was closed by Angelica Pesarini with a keynote on teaching Italian colonialism in the university classroom.

The conference confirmed that the relationship between Classics and colonialism in Italian contexts remains an important and still underdeveloped field of research. This remains the case despite a recent profusion of publications, including forthcoming monographs from Sergio Brillante and myself.  There especially remains much work to be done on this topic from an avowedly anti-/decolonial perspective . Elena Giusti and I plan to publish an edited volume with De Gruyter including contributions from the conference.

More information about the conference, including the full programme and paper abstracts can be found here.

We gratefully acknowledge the support of the Institute of Classical Studies, the Past and Present Society, the University of Warwick Connecting Cultures funding scheme, and the Museo delle Civiltà in Rome.

In the shadow of Hippolytos: Classical studies in honour of Professor Barbara E. Goff

Woman sacrificing on cup in Toledo Museum of ArtTo celebrate the work of our esteemed friend, colleague and Co-head of Department, Prof. Barbara Goff, we have planned a one-day conference in her honour, on the cusp of her retirement, Friday 22nd September 2023. We have assembled an international cadre of her colleagues, collaborators, (former) students and other associates to discuss the diverse range of inclusive and innovative Classical studies on which she herself has contributed so greatly to scholarship in our and related academic fields. The conference’s four themes, which engage with aspects of her teaching and scholarship are the following:

  • Drama, Theory, History
  • A Sporting Life
  • Broad(er) Classics
  • Re-roo/uting Classics

We are delighted to announce that we will be joined also by Dr Stella Keramida from University of Reading’s Department of Film, Theatre, and Television, who with her students is preparing a performance of (some of) Trojan Women. 

Everyone is invited to join us — whether in person or online — to celebrate Prof. Goff on this august occasion, but please sign up here. Please do not hesitate to contact doukissa.kamini@reading.ac.uk for further details or if you have any questions.

Amy Smith, Dania Kamini and Oliver Baldwin

The full programme is linked here.

Developments in Ancient Language Pedagogy

The following blog has been written by Jackie Baines, who organised a workshop on ‘Developments in Ancient Language Pedagogy’ held in the Department on Friday 19th May 2023. We would like to thank Jackie and all those involved for running such a successful event!

Steven Hunt – Edward Ross – Maiken Mosleth King – James Robson – Jackie Baines

On the 19th May I ran an international blended workshop on the topic of advances in ancient language pedagogy. The workshop came about as part of my research leave which, as a teaching intensive lecturer, has given me the opportunity to look at ways in which I might refresh my pedagogical ideas and practices. I am indebted to Edward Ross who assisted me with many aspects of the organisation of this event. The rationale for the workshop and the choice of talks and speakers came about as a result of experiences and observations over a number of years teaching Latin here at the University of Reading, which include the following:

Choice of Textbooks

For many years we used Jones and Sidwell Reading Latin as the main textbook with all its quirks and difficulties for complete beginners.  After looking at the suitability of many possible alternatives we subsequently moved to using Taylor’s Latin to GCSE which is very much more approachable in its presentation of grammar and its layout for 21st century students but has many drawbacks for moving on with speed and full understanding, to higher levels of Latin. 

Teaching Spoken Latin

This academic year (2022 – 2023) I am grateful to my colleague Professor Eleanor Dickey who organised weekly sessions of spoken Latin for colleagues, run by teachers from Oxford Latinitas. It was a revelation in a number of ways, principally, that there are definite advantages to learning to use a language, now considered ‘dead’ by many, as languages are normally used – that is to speak.  Latin was indeed taught orally until relatively recently, so why aren’t we doing more of it?  A subsidiary lesson for me was being returned to the position of student, at times most alarming and stressful when using a language I know well, but in a totally unfamiliar way.  I have set up a student focus group using Ørberg’s Lingua Latina per se Illustrata. I am impressed by the speed of vocabulary acquisition and grammatical understanding gained by reading and speaking using only (mostly!) Latin.

Online learning in the post-pandemic world

The pandemic has made us realise the possibilities of online tools for additional learning support.  The rise of AI, in particular Chat GPT is opening up a myriad of opportunities and unnerving problems, both for teachers and for the students themselves who need to have enough understanding to use such tools appropriately. Edward A.S. Ross has recently published an article discussing this further here. Edward and I are delighted to be able to announce that since the workshop we have been awarded Teaching and Learning Enhancement Projects funding by the University of Reading to investigate and trial ChatGPT as a conversational language study tool by codifying and standardising methods for using conversational Artificial Intelligence (AI) models in ancient language classes.

Workshop talks

In the workshop we were treated to six stimulating and thought-provoking talks, listed below with abstracts available here. Speakers reflected on past practices and perceptions of ancient languages and how they have been taught along with learning how the emergence of new technologies and their use can be used to enhance our teaching. Thanks to all speakers for their contributions.

Emergent pedagogies in classical languages teaching in UK schools: Steven Hunt (University of Cambridge)

Capturing the Classroom: A Snapshot of Approaches to Latin Teaching in UK Universities: Mair E. Lloyd (Open University and University of Cambridge); James Robson (Open University)

Using Simple Grammar Videos to Flip the Classroom: Antonia Ruppel (Institute of Indology and Tibetology, LMU Munich)

Digital software as a pedagogical aid in teaching ancient Egyptian hieroglyphs: Maiken Mosleth King (University of Bristol)

A New Frontier: AI and Ancient Language Pedagogy: Edward A. S. Ross (University of Reading)

Living Latin in the Classroom: benefits and challenges of communicative approaches: Mair E. Lloyd (Open University and University of Cambridge)

 

Written by Jackie Baines

New book: Latin Loanwords in Ancient Greek: A Lexicon and Analysis

Professor Eleanor Dickey’s new book on Latin words in ancient Greek is being published by Cambridge University Press on June 15th. Colleagues interviewed her about this momentous (for her, at least) event and learned some surprising facts.

Q: How long is your book?

A: Over 700 pages.

Q: Goodness, why did you do a silly thing like that? You could have split it in thirds and gotten credit for three books!

A: You’re right, I admit it – but a dictionary isn’t easy to split up. Plus it’s not only a dictionary, but also a study of which words were borrowed and when and where and why. So when I thought about dividing it into multiple volumes, I had hideous visions of readers ending up with just one of those volumes and having the research questions but not the answers, or the answers without the questions. Or either without the references. When I was writing this book I spent a lot of time with a study of Latin loanwords published over a century ago by someone who split his work into two parts. He put the list of references in the first part, which has totally disappeared; as far as I can tell no scholar in my lifetime has ever found it. So no-one can understand what the abbreviations in the second part mean, and no-one can trace the sources. Therefore the second part is still cited, rather grudgingly, by people who would much prefer to cite its sources. I realise that this is one way to improve your citation index, but still I wouldn’t want anyone to feel about me the way people feel about that man. So I squeezed this book all into one massive volume to make sure that anyone who got hold of it would get the whole thing.

Q: Ah, I see. Your book is a service to scholarship, and that’s why it’s so big that no-one can afford to buy it – how much is it selling for, anyway?

A: I would prefer not to answer that question, if you don’t mind.

Q: Sorry. Maybe tell us some fun facts from your book?

A: The modern Greek word for ‘lettuce’ comes from the Latin word for ‘bitter’. Very appropriate, I think.

Q: Where does modern Greek come into it? I thought this was a book about ancient Greek?

A: It is about ancient Greek, but for each word borrowed, I look at how long that word survived, and about a quarter of the ancient Latin loanwords survive all the way into modern Greek. The modern Greek words for ‘sausage’ and ‘belt’ and ‘bird’ and ‘yellow’ are also from Latin.

Q: Good heavens, why were they borrowing words like that? Didn’t the Classical Greeks have words for those things?

A: Yes, they did, but those words got replaced by Latin borrowings, because during the Roman empire Greek speakers thought Latin was really cool as a way to express some kinds of ideas. Not everything, just certain things. Like today, for many English speakers, French has cachet for naming items of food and clothing, but not for football terminology. For the Greeks, Latin also had cachet for food and clothing, but not for boating or farming terminology. Most cultures seem to feel that foreign words are cool for food and clothing, in fact.

Q: Yes, like coq au vin and haute couture. What other topics caused the Greeks to reach for Latin words?

A: They loved borrowing words for titles of officials in the imperial bureaucracy; you just couldn’t be properly bureaucratic without a Latin title. This was a bit of a problem in late antiquity, when the Latin-speaking half of the empire basically disappeared and the Greek speakers who needed Latin titles were cut off from the Latin speakers who would normally produce them.

Q: But couldn’t they just go on using their old Latin titles?

A: Not always, because you know what bureaucratic types are like. They love reorganising things, and they want everyone to see that they’ve reorganised things, so they need to find new titles to make people notice.

Q: I see. So what did they do?

A: They made up their own Latin titles by putting together Latin words. For example, the Romans had a set of titles starting with a meaning ‘from’, like a secretis ‘from secrets’, that is, the person in charge of secrets. So the Greeks made the title a brevis ‘from letters’.

Q: How do you know they didn’t take that from the Romans? Even if we don’t have it in Latin, surely that could just be an accident of survival?

A: Brevis belongs to the third declension, and a takes the ablative, so a Roman could never say a brevis; it would have to be a brevibus.

Q: Oh yes, of course. I knew that. Er, what’s your favourite Latin loanword?

A: Aditeusantes, aorist participle of aditeuo, which means ‘having entered into an inheritance’.

Q: That looks awfully Greek; are you sure that’s a Latin loanword? What Latin word do you think it comes from?

A: It comes from adeo ‘enter’, but you’d never know that to look at it. The Greeks knew, though, because they wrote aditeusantes in Latin letters.

Q: Wow. Where can we find out more?

A: Try Cambridge University Press’s page for the book, or their blog post, which is a bit more serious than this one.

Postgraduate Colloquium 2023

On the 25th and 26th of May 2023, the Department of Classics at the University of Reading held its annual postgraduate colloquium. The colloquium is a chance for Masters and PhD students to share an aspect of their research with colleagues from the department in the form of a brief presentation. Students were able to present their research in a friendly and positive environment, with space for respectful and informative discussion. This year saw a fantastic mix of thought-provoking topics being presented from all corners of the classical world, triggering lots of interesting questions from the audience.

After the two day event, some of the students and staff from the department visited Park House for a well-earned celebratory drink. Here they are enjoying the sunshine!

Thank you to all of our staff and students from the department who took part in the colloquium, both those presenting and those sitting in the audience. We hope for an equally successful colloquium in 2024!

Two months in Paris

When the Greek department of the Sorbonne University invited me to spend a term in Paris as visiting professor, my first instinct was to refuse. Owing to having been assaulted and insulted in equal measure there in my younger days I’d vowed never to set foot in France again – in fact I’d made that vow twice, having imprudently given France a second chance once before. But then again, can one really turn down an offer from the Sorbonne? The chance to teach some of the world’s top students, and to do it in French? Working with top scholars, using some of the world’s best libraries? So in the end I nervously accepted.

Stained glass panel in the Musée de Cluny

I needn’t have worried; perhaps France has changed, or maybe it’s just that I’ve gotten older and less attractive, but in two months there I was not attacked once. In fact, everyone was lovely to me (even the supervisor of the apartment building – previously I had never even heard of a nice super), and I had a great time. The library was amazing, and the students were terrific. A group of them worked together with me to make an edition and translation of an unpublished text: deciphering something that probably hadn’t been read in centuries, comparing the manuscripts to work out how they are related and which readings are more likely to be original, making an apparatus criticus, translating the text, tracking down quotations and historical references to figure out when and where it was first written, etc. Of course this process couldn’t be fully finished in two months, particularly as a sharp-eyed student found more manuscripts of our text just before I left Paris, but that means that we’re still working on it remotely, which is also fun. I can’t tell you quite what the text is, because we still don’t entirely know, but part of it consists of letters between a (probably fictional) fifteenth-century university student and his family. The family accuses the student of wasting time and money, and he assures them that he is studying very hard and never ever goes to parties, except for the ones that all the students attend …

I also gave lectures summarising my forthcoming book on Latin loanwords in ancient Greek. The book itself put a bit of a damper on my Paris visit, because the second proofs arrived while I was there. They were better than the first proofs, which had blighted my existence from September to January, but still problematic enough to put strict limits on the amount of sightseeing I could do during the four weeks for which I had them. However, when I managed to stop thinking about the problems in the proofs turning the book into French lectures was great fun. One lecture on which Latin words the Greeks chose to borrow and why, one on when and where they borrowed Latin words, one on what happened to the ancient loanwords in Byzantine and modern Greek, and one on what the evidence is for all this, how borrowing worked, and why the relationship between English and French is uncannily similar to that between Latin and Greek … I was in clover.

Nevertheless, in some respects teaching in Paris has given me an enhanced appreciation of Reading. Paris seems to be constantly full of demonstrations, protests, and occasionally riots; the main issue of contention while I was there was that people did not want the retirement age to be raised from 62 to 64, but there were also protests about many other issues, some completely beyond my comprehension. The French seem to take to the streets at the level of concern that would cause a British person to sign an online petition. And the Sorbonne is so afraid of being invaded and looted by protesters that every time there is the slightest danger, the whole university closes down and all classes are held on Zoom. One day when no big demonstrations were planned the Sorbonne nevertheless closed because there were about three students standing in front of one entrance to the main building and ‘blocking’ it with a little pile of wheelie bins and e-scooters. The door could have been unblocked in under 10 minutes by one not very strong individual, or we could just have used the other doors, but no – the whole university shut down, even departments in completely separate buildings. I found it very entertaining, though the amusement clearly wears off when one deals with this kind of thing on a regular basis.

Even when the university is open, teaching at the Sorbonne is not without difficulty. All classes are hybrid, but the IT is unreliable. You start off a class and then have to stop after 5 minutes because the online audience can’t see the slides, or because they can’t hear, or because the technician that you booked for an hour beforehand to solve these issues has finally showed up only after the start of the class. Then the technician takes a quarter of an hour of class time trying and failing to make the IT work, so not only do you have to abandon the online audience, but by the time he leaves everyone in the room has forgotten what happened in the first 5 minutes and you have to start over.

So despite how much fun Paris was, it’s also nice to be back here – and I am so glad that Reading decided against hybrid teaching!

L-R: Alessandro Garcea, Frederique Biville, Eleanor Dickey, Philomen Probert

Written by Professor Eleanor Dickey

Summer Term 2023 Reading Classics Research Seminars

We are pleased to announce the launch of our Reading Classics Seminar Series for Summer Term 2023, which will boost our Wednesday afternoons with constructive and stimulating lectures and discussions on various aspects of Classics research!

In this series of lectures, starting on 3 May, we welcome a diverse group of speakers from both the UK and abroad in our Departmental seminars. Our Spring seminar series will explore a variety of topics and periods of Classical studies. All seminars will be livestreamed on MS Teams; tune in every Wednesday at 4pm! Attendance is free and open to all! To attend please follow this link: bit.ly/3Lyq4R4! Below you can find a poster with all titles.

Full list of titles

3 May

Erica Bexley, Durham, Looking for Octavia: history and reception

10 May

Alba Boscà Cuquerella, Salamanca/Bristol, How to apologise if you are a woman: some remarks on the use of gnomai by Euripidean female characters

17 May

Joe Watson, Warwick, Ciris’ progress: genre, metapoetry and philosophic ascent in the Ciris 

24 May

Diana Rodríguez Pérez, Oxford, Ancient repairs on Athenian pottery: preliminary thoughts – and a cup

31 May

Julie Doroszewska, Warsaw, Thinking of thinking: conceptual metaphors of cognition in the Plutarchian corpus

 

Reading Classics at the AIA-SCS 2023 Annual Meeting in New Orleans

I returned from the AIA-SCS 2023 Annual Meeting in New Orleans (a.k.a. NOLA), just in time for the new term, glad to have seen old friends, learned new things, and enthused about the future of our academic field. This is the Joint Meeting of North America’s big professional organisations for (old world) archaeology—Archaeological Institute of America—and Classics—Society for Classical Studies.

 

Jessie Feito and Prof. Amy Smith

This annual meeting traditionally hosts up to 3000 scholars, teachers & others, from across the world. The numbers were hard to judge this year because it was a blended meeting, with all papers accessed online whether or not they were delivered ‘in the flesh’. Reading’s Classics department chose both options, with Prof. Aston & me each delivering papers, Aston’s online, in Insiders and Outsiders in Ancient Thessaly’ (no surprises there!) and mine in person, in a double-session, Phenomenology and the Painted Vase. One of our recently minted PhDs, Jessie Feito, spoke on the results her postdoctoral project, with Koç University—’Fields of Gold: Lydian Diet at Sardis’—in a session on the Social Life of Landscapes. They also caught up with Signe Barfoed, who has just finished her Norwegian Research Council postdoctoral fellowship with Classics@Reading but is now in Oslo.

 

‘Joan of Arc’ at the parade

In between academic meetings participants had to dodge contestants in the Miss Universe contest, with which we shared the hotel, and of course their photographers! NOLA treated us to four days of perfect sunny weather and amazing food (once we escaped the hotel). Our former colleague and friend Katherine Harloe (now Director of the Institute of Classical Studies) beckoned us to an award-winning Trinidadian restaurant and I even escaped long enough to attend NOLA’s first parade of the year, the ‘Maid of Orleans’ Parade celebrating Joan of Arc’s 611th birthday, on 12th Night! It is clear in any case that NOLA is a great place to meet and think about lessons from the past!

Written by Professor Amy Smith.

AHRC to fund expansion of Reading Ancient Schoolroom

The department has received a grant from the Arts and Humanities Research Council to fund Nadin Marsovszki to work for a year expanding the Reading Ancient Schoolroom. The ancient schoolroom (www.readingancientschoolroom.com) is a re-enactment of a school from Roman Egypt in AD 301; Reading students and volunteers from a wide area teach local schoolchildren some of the literacy, mathematical, and linguistic skills that ancient children would have learned at school, using the original technologies (wax tablets, papyrus rolls, reed pens, inkwells, counting boards) and authentic exercises, while dressed as Romans, in a room with views of the Nile.

Nadin teaching in the ancient schoolroom in 2017 (Photo: Alex Wickenden)

For the past eight years the ancient schoolroom has been a rare event, normally held on campus just a few days each year. Although there is often demand for more of it (both children and volunteers not only learn a lot but also find it great fun), expansion has not really been practical because of the time constraints of its director, Professor Eleanor Dickey. Eleanor did much of the research underpinning the ancient schoolroom and originally started the event as a way to share that research with the public, but the pressures of her ongoing research and teaching limit the time she can spend on this activity. There is also a limit to the amount of time for which Edith Morley G40 can be taken away from the undergraduate students whose study space it normally is.

These restrictions will be lifted by the AHRC award, which will allow Nadin to take over running the schoolroom and bring it to schools instead of expecting them to travel to the university campus. Nadin is the ideal person to undertake this role and is a Reading Classics success story. A Hungarian by birth, she arrived at Reading in 2016 to start an undergraduate degree in Museum and Classical Studies. In her first term she took the ‘Texts, Readers and Writers’ module and met Eleanor, who immediately spotted her potential. Although Nadin started her course with limited English that initially prevented her from doing really well academically, she was obviously enthusiastic, hard-working and intelligent. With support and mentoring from various members of the department (not only Eleanor but also Amy Smith and Peter Kruschwitz), she rapidly blossomed into an academic star, eventually gaining a Distinction in the MA in Classics. She started teaching in the ancient schoolroom in 2017 and has continued to be involved ever since, as literature teacher, pottery teacher, maths teacher, and most recently Latin teacher.

Nadin’s strengths extend outside the university: while doing her MA she worked as a teacher at a school specialising in children with special educational needs. The teaching experience she gained in this role will be of great use to her in running the ancient schoolroom. But perhaps even more important is the passion she acquired for improving the experience and attainment that autistic children have in school, which led her to focus her MA dissertation on the potential usefulness of ancient educational techniques for autistic pupils today. So in addition to expanding the ancient schoolroom as a resource for all children, Nadin will be using the findings of her dissertation to produce adapted versions of it for autistic pupils.