Surviving in excellent condition on papyri and wax tablets, the Commentary and other late antique shorthand manuals offer a new way to investigate the complexity and diversity of non-elite intellectual culture in the later Roman Empire. Stenographical skill and obedience were hymned by elite authors, but the methods used to inculcate that skill and extract that compliance have rarely been examined. This article, the first to subject shorthand pedagogy to social historical analysis, argues that the difficulty of the shorthand system increased the potency of the ideological lessons it delivered to its (predominantly non-elite, often enslaved) students. It finds that, in addition to technical instruction, the Commentary communicated a coherent, if troubling, vision of late ancient society and of the proper dispensation of power within it. Student-authored marginalia point to the successes and limits of the Commentary's moral pedagogy and raise fresh questions about how non-elite communities developed their own intellectual identities and traditions.

In the course of the project ‘Pottery Production and Distribution of Bronze Age Settlements of Mycenaean Greece and the Aegean’ in 1996, Mycenaean pottery from Boeotia in the Archaeological Museum of Thebes was sampled with a view to investigation by neutron activation analysis (NAA). The NAA results were published and analysed in 2002. Ongoing work with new samples and re-evaluation of pre-existing ones, in both cases deriving from several sites of the Mycenaean world, resulted in the reappraisal of the NAA results concerning the Theban material. The present work aims at the archaeological assessment of the sampled material (152 samples from 148 examples) organised into three sections according to their exact findspot: (a) the chamber tomb cemeteries at Agia Anna area (Kolonaki and Mikro Kolonaki hills) and at Ismenion Hill; (b) the House of Kadmos; and (c) habitation areas at the lower south-east and north-west part of Kadmeia Hill. This classification corresponds roughly to the chronology of the examples dated to Middle Helladic and Late Helladic II to Late Helladic IIIC Late. The bulk of the pottery sampled is Mycenaean. A few examples of Handmade Burnished Pottery are included as well as four fragments of rooftiles, an uninscribed fragment of a Linear B tablet and a clay lump intended for a tablet. Twenty-one chemical groups/subgroups/pairs have been identified. The groups assigned to Boeotia comprise numerous examples excavated mainly at the habitation areas and dated to the subphase Late Helladic IIIB2 Late. Imports from the Peloponnese, Euboea and Crete, as well as one from Corfu, have been recognised, as have pieces of unknown provenance and loners. In conclusion, five chemical groups of pottery (TheA, TanA, TheB, ThBC, TheF) are associated with varying degrees of certainty with Boeotian pottery production. Imports came mainly from the north-eastern Peloponnese in Early Mycenaean times and from Euboea in the late palatial and post-palatial periods.

In the United Kingdom, especially since its re-introduction into GCSE exams by the coalition government of 2010, Latin composition attracts strong opinions. Indeed, Latin teaching methodologies altogether are highly debated. Traditional methods of grammar-translation are avoided by reading courses because of their supposed elitist nature, yet they are still used by many practitioners, and this is typically where prose composition is seen. This study investigates the use of composition in the teaching of Latin to a group of Year 7 students who usually follow a reading course, to see if writing Latin can be of any benefit to students who otherwise would not write any Latin. There is a great deal of literature on the topic, both in favour and against the pedagogical uses of composition. The aim of this study was to implement techniques from the literature into the students’ lessons, and to see what the outcomes were of this new skill.

From my experience as a student of Latin, I have always perceived the transition from studying GCSE (sat at ages 14–16) to A Level Latin (sat at ages 17–18) as challenging. As a student, I used the inductive Cambridge Latin Course textbooks, which, as a reading comprehension course, fostered an intuitive sense of grammar. This was appropriate preparation for the GCSE exam. For the A Level exam however, which features greater quantities of difficult original literature and requires explicitly identifying grammatical forms, I had to undertake a lot of independent study, in addition to bridging work. Original Latin was a definite challenge for my peers and me: unusual vocabulary, creative generic form and lapses in grammatical convention were exciting but unfamiliar. With this in mind, I sought to investigate the experience of current Year 12 students.