This article deals with a complicated philological problem in section 133 of Epicurus’ Epistle to Menoeceus. There is a lacuna in the text; various supplements have been proposed, but the resulting syntax remains anomalous. This article argues that the interpretation of the syntax which underlies all the most influential supplements proposed to date, from Usener to Sedley and beyond, should be rejected. A new suggestion is put forward, based on a different syntactical interpretation and on a careful new analysis of the readings preserved in MS P.

Rejecting the widespread view of the Aristoteles Decree as the founding charter of the Second Athenian League allows us to reconsider the traditionally accepted date of the League’s foundation and to readjust the standard perception of how it was organized. As a public-relations statement and a tool of Athens’ imperialist policies, the Aristoteles Decree both intimidated the Greeks into joining the League and demolished the military alliances of League members (by enforcing individual participation) and non-members (by advancing the autonomy clause).

The UK Department for Education stipulates that lesbian, gay, bisexual, trans, and queer+ (LGBTQ+) topics should be integrated throughout the secondary curriculum; however, for various reasons, it can be hard to follow these stipulations in the Classical studies classroom (broadly conceived). This article outlines the context for LGBTQ+ education in the UK, establishing the need for some kind of intervention. It focuses specifically on how sector-wide difficulties in this area manifest acutely in the Classical studies classroom because of several, discipline-specific challenges. It then demonstrates how the materials produced by ‘Queering the Past(s)’, a recently formed collective of academics and teachers, can be used to several pedagogical ends. The Queering the Past(s) resources are shown to fulfil government mandates about LGBTQ+ education whilst also providing important correctives to previous teaching materials. Most crucially, the article outlines how resources from Queering the Past(s) may be used to develop secondary students’ knowledge about LGBTQ+ topics and core KS4 and KS5 skills such as critical thinking and source analysis. This is demonstrated by means of a case study of Elagabalus, emperor of Rome from 218 to 222 CE, and the focus of one of the resources from Queering the Past(s).

This paper discusses the benefits of prose and free composition following the implementation of both styles in Year 7 Latin classrooms. While prose composition is an optional feature in GCSE and A Level exams in the UK, free composition is rarely part of Latin teaching in the UK – and yet it can have benefits for students equal to or exceeding those of prose composition. Any composition is a useful diagnostic tool for grammar, but free composition seems a more enjoyable and creative experience for students. For this research, I experimented with both styles of composition and observed the teaching implications as well as the students’ reception of both.

This article explores an innovative case study in classical language education, focusing on a high school student who independently designed an educational video game inspired by Greek mythology. The project illustrates how digital creativity can effectively support the teaching and learning of Latin and ancient Greek. Three key aspects are examined: student autonomy and creativity in classical studies, the educational potential of merging classical content with digital media, and the implications for reimagining the role of Classics in modern curricula.

The initiative combines classical themes with interactive gameplay, transforming the learning process into an engaging, active experience. Rather than simply transmitting knowledge, the game reinterprets ancient content through digital storytelling and mechanics. This approach promotes critical thinking, interdisciplinary skills, and aligns with science, technology, engineering, art, and maths (STEAM) education principles. The teacher’s role shifts from traditional instructor to facilitator, enabling authentic and student-driven learning. Overall, the study demonstrates how digital tools can foster immersive and meaningful engagement with classical languages and cultures. It presents a replicable model for curriculum innovation, showing that integrating technology with humanistic content can revitalise Classics education. The project positions ancient languages not as static relics, but as dynamic fields open to reinterpretation and creativity through contemporary digital means.

This contribution presents a tight body of evidence – hoards of medieval coins found during archaeological investigations in churches in a confined area of southern Albania in close proximity to Phoinike – whose formations and abandonments date to within a decade or so of one another in the central years of the fourteenth century. A detailed numismatic analysis of the represented coin issues, principally deniers tournois of Arta and soldini of Venice, and of the hoards themselves, allows the authors to draw monetary and historical conclusions. One of the hoards defines in a decisive manner the pattern of coin production at Arta for about a decade after 1323. The presented evidence highlights the administration and the commerce of the territory, and its geo-strategic fate in the face of serious pressures which came to bear on it from all sides during the 1330s and 1340s. The main protagonists in this story are the lords and despots in Epiros of the house of Kephallenia, Zakynthos, Leukas, and Ithaka; the Angevins of southern Italy who had important holdings in the area, especially the island of Kerkyra; and the Byzantine and Serbian empires which took control respectively in the fourth and fifth decades of the fourteenth century.

This paper discusses the teaching of Ancient History in Brazil through the experience of Projeto Vocabulário Político da Antiguidade (Political Vocabulary of Antiquity Project). This project has been developed at the Federal University of Paraíba in João Pessoa, Brazil, since 2016, with a team consisting of professors and students from undergraduate History and Classics programs. The project’s main goal is to create didactical materials that facilitate the teaching of politics and Antiquity to students aged 11 to 17, based on the translation of Greek and Latin texts. This paper will present two educational games developed by this project to teach the theory of forms of government in an engaging and enjoyable way. The positive results of the project highlight the importance of modernizing the teaching of forms of government regbased on the works of authors such as Herodotus, Aristotle, Polybius and Cicero. Furthermore, it demonstrates that the study of Antiquity can effectively contribute to the political awareness of young citizens.