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(I just posted this on Latinteach:)
***
I have just received a copy of _Columbus's First Voyage: Latin Selections from Peter Martyr's De Orbe Novo_ by Constance Iacona and Ed George.
I really didn't think I was going to have time to look at this slim but delightful little volume this afternoon, but I got sucked in.
The preface describes how Peter Martyr had actually interviewed Columbus and his crew, which sounded almost too modern. Of course, there are other historical sources from the period which differ in some regard from what he has written, but the authors of this text give several suggestions for the reasons this is the case.
I was just about to save this text for later when my beloved methods prof, the late Gareth Morgan, was mentioned in regard to the use of Auxiliary Sentences. I admit that I didn't know about his auxiliary sentences, but this strategy does not surprise me in the least. That is, in the back of the book there are sets of Auxiliary Sentences for each section that you can read in order to understand the grammar in the actual section.
I was intrigued so I turned straight away to these sentences. After reading through the dozen sentences which increased in length or complexity, I was able to read the first section of the narrative with no problem. (Keep in mind that after teaching just level one Latin for several years, you do admittedly get a little rusty with more complex sentences.) I immediately jumped to the second section, pausing long enough to work through the auxiliary sentences first, which are truly valuable.
Now, perhaps I'm just ignorant of my early American history, but there was something fascinating to me (who knows why) to learn that the Santa Maria was a cargo vessel while the other two were caravels (?) or light merchant ships. I didn't realize Columbus and company had discovered what is now Cuba and Haiti/Dominican Republic first. I'm eager to read more, but really need to grade papers.
There are some other features about this book which I like a lot. First, MACRONS! If I'm going to take the time to work on my own reading skills, I want to learn new words the RIGHT WAY--in context and with the right pronunciation. I can't do this if the words don't have macrons because then I'm forever debating in my head how the word must sound unless I stop to look it up, and then it becomes tedious work, quickly tossed aside. Hidden vowel quantities aren't marked (rex really should be rEx), but otherwise I'm thrilled to see the macrons. I want to be able to *hear* what I'm reading and without a native speaker around, I'm all I've got.
Next, there are wonderful, wonderful woodcuts throughout. I love this kind of stuff, but then I'm a sucker for old books. Timelines are also included, as well as facing vocabulary and notes, a glossary at the back, maps, plus background material.
My only disappointments in the book are 1) it's too short! There are only 5 passages/sections and after two I'm hooked for more, and 2) I fear that it may be a little more than most people would want to spend on a 40 page text at $17--oh, but wait! The website (www.bolchazy.com) says it has been discounted to $12.75.
However, I can tell more time went into book preparation on this volume than in previous volumes I've seen of other authors--that is, taking the time to typeset and double check macrons is no easy task and probably something that editors are often eager to avoid. I applaud the editors of this volume, LeaAnn Osburn and Vicki Wine, for sticking to their guns and taking the time to produce a QUALITY reader for those of us who want to continue with building their reading skills. (I confess I have put down books that I would otherwise have eagerly continued to read because I really wanted to *hear* what I was reading and became too frustrated with the lack of macrons.) I know that I'm probably on my own with my obsession for macrons so that I can pronounce new words in context and learn them in that fashion, but having them means I really will finish reading this book, as opposed to other fairly recent texts that lacked them and are now gathering dust.
I personally think this Columbus text would be great to have as a class set to use for when the AP Exams are over, or for a break at Thanksgiving. It's a small tidbit, but just the right size for sticking into your curriculum once your students have met subjunctives. Earmark your fundraising money for a set of these. If nothing else, it lets students see a true international language at work.
***
I have just received a copy of _Columbus's First Voyage: Latin Selections from Peter Martyr's De Orbe Novo_ by Constance Iacona and Ed George.
I really didn't think I was going to have time to look at this slim but delightful little volume this afternoon, but I got sucked in.
The preface describes how Peter Martyr had actually interviewed Columbus and his crew, which sounded almost too modern. Of course, there are other historical sources from the period which differ in some regard from what he has written, but the authors of this text give several suggestions for the reasons this is the case.
I was just about to save this text for later when my beloved methods prof, the late Gareth Morgan, was mentioned in regard to the use of Auxiliary Sentences. I admit that I didn't know about his auxiliary sentences, but this strategy does not surprise me in the least. That is, in the back of the book there are sets of Auxiliary Sentences for each section that you can read in order to understand the grammar in the actual section.
I was intrigued so I turned straight away to these sentences. After reading through the dozen sentences which increased in length or complexity, I was able to read the first section of the narrative with no problem. (Keep in mind that after teaching just level one Latin for several years, you do admittedly get a little rusty with more complex sentences.) I immediately jumped to the second section, pausing long enough to work through the auxiliary sentences first, which are truly valuable.
Now, perhaps I'm just ignorant of my early American history, but there was something fascinating to me (who knows why) to learn that the Santa Maria was a cargo vessel while the other two were caravels (?) or light merchant ships. I didn't realize Columbus and company had discovered what is now Cuba and Haiti/Dominican Republic first. I'm eager to read more, but really need to grade papers.
There are some other features about this book which I like a lot. First, MACRONS! If I'm going to take the time to work on my own reading skills, I want to learn new words the RIGHT WAY--in context and with the right pronunciation. I can't do this if the words don't have macrons because then I'm forever debating in my head how the word must sound unless I stop to look it up, and then it becomes tedious work, quickly tossed aside. Hidden vowel quantities aren't marked (rex really should be rEx), but otherwise I'm thrilled to see the macrons. I want to be able to *hear* what I'm reading and without a native speaker around, I'm all I've got.
Next, there are wonderful, wonderful woodcuts throughout. I love this kind of stuff, but then I'm a sucker for old books. Timelines are also included, as well as facing vocabulary and notes, a glossary at the back, maps, plus background material.
My only disappointments in the book are 1) it's too short! There are only 5 passages/sections and after two I'm hooked for more, and 2) I fear that it may be a little more than most people would want to spend on a 40 page text at $17--oh, but wait! The website (www.bolchazy.com) says it has been discounted to $12.75.
However, I can tell more time went into book preparation on this volume than in previous volumes I've seen of other authors--that is, taking the time to typeset and double check macrons is no easy task and probably something that editors are often eager to avoid. I applaud the editors of this volume, LeaAnn Osburn and Vicki Wine, for sticking to their guns and taking the time to produce a QUALITY reader for those of us who want to continue with building their reading skills. (I confess I have put down books that I would otherwise have eagerly continued to read because I really wanted to *hear* what I was reading and became too frustrated with the lack of macrons.) I know that I'm probably on my own with my obsession for macrons so that I can pronounce new words in context and learn them in that fashion, but having them means I really will finish reading this book, as opposed to other fairly recent texts that lacked them and are now gathering dust.
I personally think this Columbus text would be great to have as a class set to use for when the AP Exams are over, or for a break at Thanksgiving. It's a small tidbit, but just the right size for sticking into your curriculum once your students have met subjunctives. Earmark your fundraising money for a set of these. If nothing else, it lets students see a true international language at work.
