How to Make Books and Bore People

Pliny, Letters 8.21:

As in life, so in study, I think that it is most fine and most humane to mix severity and pleasantry lest the one degenerate into sadness and the other into petulance. Under the influence of this reasoning, I distinguish more serious works from mere games and jokes. For bringing these forth, I selected the most opportune time and place, and to get them used to being heard at leisure and even in the dining room, I placed in July, when lawsuits are at their lowest ebb, some chairs before the couches and got my friends together. By chance, it happened that on the same day I was called away for an unexpected case, which gave me a pretext for making some prefatory remarks. I begged that no one charge me of being irreverent to the work at hand because I, though about to recite to some friends and only a few at that (which is really just ‘friends’ again), did not abstain wholly from the forum and my business affairs. I added that I followed this order in writing too: I gave precedence to necessity over pleasure, and serious things to trifles, and I would first write to my friends and then write for myself.

It was a book variously filled with little works and poems. Thus we who trust too little to our power of intellect are accustomed to flee the danger of satiety. I recited for two days. This is what the agreement of the audience demanded. And yet, as others pass over certain things and reckon up an account of what they pass over, so I skip over nothing and I say that I don’t omit anything. I read everything so that I can correct everything, which can hardly be done when one simply recites selections. But that is perhaps more modest and respectful, while my method is simpler and more loving. For the one who thinks that he is so loved that he need not fear being tedious is the true lover of his audience. Moreover, what good are friends if they just come over for the sake of their own pleasure? Someone who prefers to hear a friend’s good book rather than to help make it good is a kind of voluptuary, and practically a stranger.

I don’t doubt that you are, given your friendship toward me, eager to read this new book as soon as possible. You will read it, but once it is corrected, which was the whole point of reciting it; indeed, you already know some of what is contained in it. You will find that these things have been edited or, as it often happens after a long delay, have deteriorated and been revised so as to make them wholly new again, for once so much has been changed, even what remains seems to have been changed too. Farewell.

AAAAAAYYYY I’m writin’ here!!!

C. PLINIUS ARRIANO SUO S.

Ut in vita sic in studiis pulcherrimum et humanissimum existimo severitatem comitatemque miscere, ne illa in tristitiam, haec in petulantiam excedat. Qua ratione ductus graviora opera lusibus iocisque distinguo. Ad hos proferendos et tempus et locum opportunissimum elegi, utque iam nunc assuescerent et ab otiosis et in triclinio audiri, Iulio mense, quo maxime lites interquiescunt, positis ante lectos cathedris amicos collocavi. Forte accidit ut eodem die mane in advocationem subitam rogarer, quod mihi causam praeloquendi dedit. Sum enim deprecatus, ne quis ut irreverentem operis argueret, quod recitaturus, quamquam et amicis et paucis, id est iterum amicis, foro et negotiis non abstinuissem. Addidi hunc ordinem me et in scribendo sequi, ut necessitates voluptatibus, seria iucundis anteferrem, ac primum amicis tum mihi scriberem. Liber fuit et opusculis varius et metris. Ita solemus, qui ingenio parum fidimus, satietatis periculum fugere. Recitavi biduo. Hoc assensus audientium exegit; et tamen ut alii transeunt quaedam imputantque quod transeant, sic ego nihil praetereo atque etiam non praeterire me dico. Lego enim omnia ut omnia emendem, quod contingere non potest electa recitantibus. At illud modestius et fortasse reverentius; sed hoc simplicius et amantius. Amat enim qui se sic amari putat, ut taedium non pertimescat; et alioqui quid praestant sodales, si conveniunt voluptatis suae causa? Delicatus ac similis ignoto est, qui amici librum bonum mavult audire quam facere. Non dubito cupere te pro cetera mei caritate quam maturissime legere hunc adhuc musteum librum. Leges, sed retractatum, quae causa recitandi fuit; et tamen non nulla iam ex eo nosti. Haec emendata postea vel, quod interdum longiore mora solet, deteriora facta quasi nova rursus et rescripta cognosces. Nam plerisque mutatis ea quoque mutata videntur, quae manent. Vale.

Quipping At Death and Disease: The End of Polemon the Sophist

Here’s a post from Philostratus on the impoliteness of Polemon the Sophist.  Today, his death (Lives of the Sophists, 543-4)

“When the doctors administered to him often because his joints were hardening, he used to advise them to “dig and cut Polemon’s quarries”. When he wrote a letter to Herodes about his sickness, he described it thus: “I must eat, but I haven’t hands. I must walk, but I am missing feet. I must feel pain, and then I find my hands and feet.”

He died around his fifty-sixth year. This time of life which is the beginning of old age for other professions, is still youth for a sophist—this discipline increases in wisdom as it ages.”

᾿Ιατροῖς δὲ θαμὰ ὑποκείμενος λιθιώντων αὐτῷ τῶν ἄρθρων παρεκελεύετο αὐτοῖς ὀρύττειν καὶ τέμνειν τὰς Πολέμωνος λιθοτομίας. ῾Ηρώδῃ δὲ ἐπιστέλλων ὑπὲρ τῆς νόσου ταύτης ὧδε ἐπέστειλεν· „δεῖ ἐσθίειν, χεῖρας οὐκ ἔχω· δεῖ βαδίζειν, πόδες οὐκ εἰσί μοι· δεῖ ἀλγεῖν, τότε καὶ πόδες εἰσί μοι καὶ χεῖρες.”

᾿Ετελεύτα μὲν περὶ τὰ ἓξ καὶ πεντήκοντα ἔτη, τὸ δὲ μέτρον τῆς ἡλικίας τοῦτο ταῖς μὲν ἄλλαις  ἐπιστήμαις γήρως ἀρχή, σοφιστῇ δὲ νεότης ἔτι, γηράσκουσα γὰρ ἥδε ἡ ἐπιστήμη σοφίαν ἀρτύνει.

Right hand (bronze) from a statue of Dionysos. Greek, Hellenistic Period,  150–50 B.C. | Sculpture, Greek statues, Hellenistic period

Debate Me Boys, Take Note: Better to Have No Reason Than Use it for Harm

Cicero, De Natura Deorum, 3.77–78

“These kind of things belong to poets; we, moreover, want to be philosophers, masters of facts not fables. And yet, these gods of poetry, if they know that these things would be ruinous for their children, would be considered to have sinned in conferring a favor.

It is just as if, according to that thing which Aristo of Chios used to say, that philosophers hurt their audiences when the things they say well are interpreted badly (for it was possible still to leave Aristippus’ school as a profligate or Zeno’s school bitter and angry).

If it is this way, and those who have heard them leave with twisted minds because they understand the philosophers’ arguments incorrectly, then it befits philosophers more to be quiet than cause their audiences harm. In this way, if people pervert the capacity for reason which was given by the gods to provide good council and used it instead for fraud and harm, then it would have been better if it had not been given to the human race at all.”

Poetarum ista sunt, nos autem philosophi esse volumus, rerum auctores, non fabularum. Atque hi tamen ipsi di poetici si scissent perniciosa fore illa filiis, peccasse in beneficio putarentur. Ut si verum est quod Aristo Chius dicere solebat, nocere audientibus philosophos iis qui bene dicta male interpretarentur (posse enim asotos ex Aristippi, acerbos e Zenonis schola exire), prorsus, si qui audierunt vitiosi essent discessuri quod perverse philosophorum disputationem interpretarentur, tacere praestaret philosophos quam iis qui se audissent nocere: sic, si homines rationem bono consilio a dis immortalibus datam in fraudem malitiamque convertunt, non dari illam quam dari humano generi melius fuit. Ut, si medicus sciat eum aegrotum qui iussus sit vinum sumere meracius sumpturum statimque periturum, magna sit in culpa, sic vestra ista providentia reprehendenda, quae rationem dederit

Internet pugilists take the following things very, very seriously. Form triumphs over content!

Image result for fallacy chart

: On The Pointlessness of Biased History

Polybius, Histories 1.14

“I am also compelled to understand this war by something no less important than anything else I have already said—the fact that those who seem most qualified to write about it…have not sufficiently reported the truth.

I do not suspect that these men lie willingly (based on their manner of life and their choices), but they do seem to me to have suffered in the way that lovers do….It is certainly right for a good man to be loyal to his friends, to be patriotic, and to commiserate in his friend’s hatreds and take pleasure in his friends; but whenever someone takes up the historian’s post, he must banish all of these biases to the point of often gracing his enemies with the finest praise when their actions deserve it and also often rebuking and blaming those closest to him, whenever they reveal to him errors worthy of it. For, just as closed eyes make the rest of an animal useless, what is left from a history blind to the truth is just a pointless tale.”

Οὐχ ἧττον δὲ τῶν προειρημένων παρωξύνθην ἐπιστῆσαι τούτῳ τῷ πολέμῳ καὶ διὰ τὸ τοὺς ἐμπειρότατα δοκοῦντας γράφειν ὑπὲρ αὐτοῦ, Φιλῖνον καὶ Φάβιον, μὴ δεόντως ἡμῖν ἀπηγγελκέναι τὴν ἀλήθειαν. ἑκόντας μὲν οὖν ἐψεῦσθαι τοὺς ἄνδρας οὐχ ὑπολαμβάνω, στοχαζόμενος ἐκ τοῦ βίου καὶ τῆς αἱ-ρέσεως αὐτῶν· δοκοῦσι δέ μοι πεπονθέναι τι παραπλήσιον τοῖς ἐρῶσι… · καὶ γὰρ φιλόφιλον εἶναι δεῖ τὸν ἀγαθὸν ἄνδρα καὶ φιλόπατριν καὶ συμμισεῖν τοῖς φίλοις τοὺς ἐχθροὺς καὶ συναγαπᾶν τοὺς φίλους· ὅταν δὲ τὸ τῆς ἱστορίας ἦθος ἀναλαμ-βάνῃ τις, ἐπιλαθέσθαι χρὴ πάντων τῶν τοιούτων καὶ πολλάκις μὲν εὐλογεῖν καὶ κοσμεῖν τοῖς μεγίστοις ἐπαίνοις τοὺς ἐχθρούς, ὅταν αἱ πράξεις ἀπαιτῶσι τοῦτο, πολλάκις δ’ ἐλέγχειν καὶ ψέγειν ἐπονειδίστως τοὺς ἀναγκαιοτάτους, ὅταν αἱ τῶν ἐπιτηδευμάτων ἁμαρτίαι τοῦθ’ ὑποδεικνύωσιν. ὥσπερ γὰρ ζῴου τῶν ὄψεων ἀφαιρεθεισῶν ἀχρειοῦται τὸ ὅλον, οὕτως ἐξ ἱστορίας ἀναιρεθείσης τῆς ἀληθείαςτὸ καταλειπόμενον αὐτῆς ἀνωφελὲς γίνεται διήγημα.

Ancient Greek Monuments, Temple of Athena, Theatre of Dionysus

Don’t Be Half-Assed This Weekend: Three Donkey Proverbs from Photius

While perusing some comic fragments and testimonia I came upon one which attributed a strange proverb to Cratinus.  I had to investigate the source, the work of the lexicographer Photius.  What I found was exhilarating: a group of donkey proverbs.

Here is a short excerpt (yes, there’s more):

“A Donkey’s death”: A saying for those who tell stories about strange things

“A Tipping Donkey”: When a donkey leans in suddenly, hens are frightened and bust out of their pen. The owner of the birds brings a suit against the owner of the donkey. This is where the proverb comes from.

“Donkey Shearings”: A saying applied by Attic writers to endless and impossible things. These following sayings are similar: “washing a brick”; “plucking a wineskin”; “decorating a pot” and “fumigating an outhouse”. Aristarchus says that this saying developed because Cratinus imagined a man braiding a rope in Hades and a donkey eating it as he did so.”

῎Ονου θάνατος: ἐπὶ τῶν ἀλλόκοτα διηγουμένων

῎Ονου παρακύψεως: ὄνου παρακύψαντος, ὄρνιθες πτοηθεῖσαι ἱστὸν ἀνέρρηξαν· ὁ δὲ δεσπότης τοῦ ἱστοῦ τοῦ ὄνου δεσπότηι ἐνεκάλεσεν· ὅθεν ἡ παροιμία.

῎Ονου πόκαι: ἐπὶ τῶν ἀνηνύτων καὶ τῶν μὴ ὄντων λέγεται ἡ παροιμία ὑπὸ τῶν ᾿Αττικῶν· ὥσπερ αἱ τοιαῦται· πλίνθον πλύνειν· ἀσκὸν τίλλειν· χύτραν ποικίλλειν· εἰς κοπρῶνα θυμιᾶν· ᾿Αρίσταρχος δὲ διὰ τὸ Κρατῖνον ὑποθέσθαι ἐν Αἵδου σχοινίον πλέκοντα· ὄνον δὲ τὸ πλεκόμενον ἀπεσθίοντα·

Image result for Hindu goddess on a donkey

Forget Liberal Studies, We Want a Joker to Lead Us

Suetonius, Domitian 20:

At the beginning of his reign, he neglected liberal studies, although he had taken the greatest care to restore the libraries destroyed in a fire, seeking original manuscripts from all over, and sending people to Alexandria to transcribe and correct them. Yet he never applied any effort either to history, or to learning poems, or even to writing unless it was by necessity. He read nothing except for the commentaries and the deeds of Tiberius. He fashioned his letters, speeches, and pronouncements with the help of a ghost writer. Yet, for all of that, he was not lacking in some elegance of speech, and occasionally said something fine: “I wish,” he once said, “that I were as beautiful as Maetius appears to himself.” And he once described a certain person’s head, which was covered in both gray and slightly reddish hair, as “snow mixed with mead”. He used to say that the condition of princes was the most wretched, since people did not believe in the conspiracies which were uncovered unless the emperor were killed.

Domitian - Wikipedia

Liberalia studia imperii initio neglexit, quamquam bibliothecas incendio absumptas impensissime reparare curasset, exemplaribus undique petitis, missisque Alexandream qui describerent emendarentque. Numquam tamen aut historiae carminibusque noscendis operam ullam aut stilo vel necessario dedit. Praeter commentarios et acta Tiberii Caesaris nihil lectitabat; epistolas orationesque et edicta alieno formabat ingenio. Sermonis tamen nec inelegantis, dictorum interdum etiam notabilium, “Vellem,” inquit, “tam formosus esse, quam Maetius sibi videtur”; et cuiusdam caput varietate capilli subrutilum et incanum, perfusas nivem mulso dixit; condicionem principum miserrimam aiebat, quibus de coniuratione comperta non crederetur nisi occisis.

Deceptive Faces and Useful Snakes

Hyperides was a politician and speech-writer during the 4th century BCE in Athens.

Uncertain Fragments

1. “Teachers must examine whatever is unclear by means of evidence and what is likely.”

Ἃ δ᾿ ἐστὶν ἀφανῆ, ἀνάγκη τοὺς διδάσκοντας τεκμηρίοις καὶ τοῖς εἰκόσι ζητεῖν.

Clem. Alex. Strom. vi. 625

 

2. “Peoples’ faces bear no traces of their opinions.”

Χαρακτὴρ οὐδεὶς ἔπεστιν ἐπὶ τοῦ προσώπου τῆς διανοίας τοῖς ἀνθρώποις.

Clem. Alex. Strom. vi. 625 c

 

11.“A good person must show what they think in words and what they do in deeds”

 Δεῖ τὸν ἀγαθὸν ἐπιδείκνυσθαι ἐν μὲν τοῖς λόγοις ἃ φρονεῖ, ἐν δὲ τοῖς ἔργοις ἃ ποιεῖ.

Max. Conf. Loci Comm. col. 729

 

12. “People are restrained from injustice by two things: fear and shame”

Διὰ δύο προφάσεις τῶν ἀδικημάτων οἱ ἄνθρωποι ἀπέχονται, ἢ διὰ φόβον ἢ διὰ αἰσχύνην.

Max. Conf. Loci Comm. col. 753

 

13. “The least educated of all things is verbal abuse”

 Πάντων ἀπαιδευτότατον (ἔφη) τὸ λοιδορεῖν.

Dionys. Antiochi, Epist. 79.

Fr. 19.5

“[It is true] that politicians are like snakes. Some snakes are completely hateful: some of those snakes, adders, harm people; but the brown ones eat the adders.”

Εἶναι δὲ τοὺς ῥήτορας ὁμοίους τοῖς ὄφεσι· τούς τε γὰρ ὄφεις μισητοὺς μὲν εἶναι πάντας, τῶν δὲ ὄφεων αὐτῶν τοὺς μὲν ἔχεις τοὺς ἀνθρώπους ἀδικεῖν, τοὺς δὲ παρείας αὐτοὺς τοὺς ἔχεις κατεσθίειν.

 

Teledidaskalos, Or, How I am Trying to Teach Greek in a Pandemic

Gnomologium Vaticanum

164: “Glukôn the philosopher called education a sacred refuge.”

Γλύκων ὁ φιλόσοφος τὴν παιδείαν ἔλεγεν ἱερὸν ἄσυλον εἶναι.

This semester I am teaching Introductory and Intermediate Ancient Greek fully online. I had the experience of “emergency remote” teaching in the spring and I taught Greek in a hybrid (both online and in person) format almost a decade ago. At my institution, we had the choice to teach in-person, “hybrid”, or fully remote. For reasons of safety and equity, I did not select the first option. I avoided the second option too because “hybrid” in this case is really a bi/multi-modal delivery which also has serious problems in equity and relies on incompletely tested technology.

Solon, fr. 18

“I grow old, always learning many things.”

γηράσκω δ’ αἰεὶ πολλὰ διδασκόμενος·

Given the likelihood of another surge in cases and family considerations (our children will be remote learning as well), I considered it best for student learning to stay in the same mode and practice for an entire semester. Subjects like languages can be taught well in an online format because they present discrete sets of material which can be presented clearly. The challenge is practice and assessment.

I am writing up my process of preparing for this type of teaching not because I have any special insight into teaching online (there are other places and people that do that better than I do) but because some readers might be in similar positions and find it useful and, equally, because some might have good feedback or suggestions for doing this better.

Pindar, Olympian 8.59-60

“Teaching is easier for someone who knows; not learning first is stupid. “

τὸ διδάξασθαι δέ τοι εἰδότι ῥᾴτερον• ἄγνωμον δὲ τὸ μὴ προμαθεῖν•

Here’s the syllabus for the class. One of the things I emphasize in the syllabus and in the teaching of the class is transparency about learning. I explain to the students in the first class that there is a difference between assessment of learning and grading and that the course is built on a basic tell-show-do model with a “flipped” lecture.

Heraclitus, fr. 40

“Knowing much doesn’t teach you how to think.”

πολυμαθίη νόον ἔχειν οὐ διδάσκει

Our schools LMS (learning management system) is a home-grown modification of blackboard called LATTE. I find most LMS platforms to be over-engineered with a range of tools not really worth using for classes under a certain number. I use our platform for file and link sharing and centralized communication. Each chapter of the semester gets its own module.

So week 1 looks something like this:

For each chapter of the book I have a prerecorded grammar lecture where I go over new material in the book (the “tell”) and then go through an exercise and some practice (“the show”). Part of the students’ work for each week is to submit a response to the lecture through google forms where they tell me three things they learned, three things that confused them and three things they want to learn more about. (I cribbed this from my friend Norman Sandridge a few years back).

Alcman, fr. 125

“Trying is the first step of learning”

πῆρά τοι μαθήσιος ἀρχά 

The classes meet twice a week for 90 minutes virtually, so the asynchronous videos provide extra work with Greek and the trissakephalos sheets provide both (1) feedback to me for how effective the videos are and (2) structure for talking about the grammar at the beginning of the first class. Class time is then dedicated to a combination of exercise review, group work, and problem solving

I provide students with two kinds of videos. The first is a narrated powerpoint presentation. (You can make these by recording the slide show with narration). I have added some material from the text book to do some practice within the grammar presentation and I suspect in the future I will have to add more of that. Each video is around 20-30 minutes.

Making a video from a slide show is easier than it used to be. You can select export from the file menu and create a video directly.

Sophocles, Fr. 843

“I learn what can be taught; I seek what
can be found; and I ask the gods what must be prayed for.”

τὰ μὲν διδακτὰ μανθάνω, τὰ δ’ εὑρετὰ
ζητῶ, τὰ δ’ εὐκτὰ παρὰ θεῶν ᾐτησάμην

Students come will (ideally) come to class after viewing this video and submitting the trissakephalos sheet. I designed a simple form using google forms and just copied it for each chapter. I have provided a link to each form in LATTE for the students.

So a given week looks something like this. I may add assignments to be completed in the future, but for now I am going to keep it really simple. With the asynchronous videos and the 90 minute class meetings, the students are getting more contact hours than typical. I also am worried about how much focus students will have out of class in a pandemic. My basic assumption is that most of the work they will do for Greek will be with me

Libanius, Autobiography F90 17

“The education of the young had been taken up by people little different from the young themselves.”

τῆς ἀρχῆς τῶν νέων ὑπ᾿ ἀνδρῶν οὐ πολύ τι νέων διαφερόντων ἡρπασμένης

For the first session of every week we will spend our time reviewing based on the questions from the trissakephalos sheets and then working on reading and exercises in the textbook. I have also created supplementary videos for them to watch in between the class meetings. I made these using zoom’s “record on this computer function”.

Zoom is a good enough utility for this because you can (1) record, (2) share a screen while doing so, and (3) annotate the screen while talking. As you can see from the shot below, the students get my face, voice, Athenaze, and my mad scribbling, so it is almost like being in the room!

Quintilian, 2.19

“In sum, nature is education’s raw material: the latter shapes, the former is shaped. There is no art without substance; material has a worth apart from art; and yet, the highest art is superior to the best material.”

Denique natura materia doctrinae est: haec fingit, illa fingitur. Nihil ars sine materia, materiae etiam sine arte pretium est; ars summa materia optima melior.

I also almost forgot to talk about my tech setup. In addition to a second monitor attached to my laptop using the extend screen function I use a galaxy tablet. I login through a different ID and use the tablet to check what students are seeing.

The setup looks a little messy from my angle, but it allows me to use the tablet to write on a whiteboard that students can use too.

Coffee not included with tablet. Note I also use an affordable USB camera and a USB microphone. These allow me to create higher quality videos (marginally).

My main challenges are getting students to learn vocabulary and then quizzing them on it alongside morphology. A real simple solution is to meet with them individually on zoom and quiz them (which is intense for me), to create a google form quiz or LMS quiz, or to stray from quiz like assessments and use more games and activities in the class time. I am going to practice using the exercises on Ketos and other similar sites.

All exams in the class are going to be take-home because I am trying to emphasize learning the skills students are actually here for: reading Greek on their own. This means it is ok if they have access to a dictionary or grammar.

Zenobius 1.89

“The doors of the muses are open”: a proverb applied to those readily acquiring the best things in their education.”

᾿Ανεῳγμέναι Μουσῶν θύραι: ἐπὶ τῶν ἐξ ἑτοίμου λαμβανόντων τὰ κάλλιστα τῶν ἐν παιδείᾳ.

If Only Everyone Were Like Me

Menander, Dyskolos 742-746

“I would like to tell you a few things about me and my character.
If everyone were like me, there wouldn’t be any courts at all,
They wouldn’t take each other to prison.
There would be no war and everyone would be happy because they had enough.
Ah, maybe the way things are is more pleasing. Act as you will.
This old cranky grump will be out of your way.”

πὲρ ἐ]μοῦ γὰρ βούλομ᾿ εἰπεῖν ὀλίγα σοι καὶ τοῦ τρόπου.
εἰ τοιοῦτ]οι πάντες ἦσαν, οὔτε τὰ δικαστήρια
ἦν ἄν, ο]ὔθ᾿ αὑτοὺς ἀπῆγον εἰς τὰ δεσμωτήρια,
οὔτε π]όλεμος ἦν, ἔχων δ᾿ ἂν μέτρι᾿ ἕκαστος ἠγάπα.
ἀ[λ]λ᾿ ἴσως ταῦτ᾿ ἔστ᾿ ἀρεστὰ μᾶλλον· οὕτω πράττετε.
ἐκποδὼν ὑμῖν ὁ χαλεπὸς δύσκολός τ᾿ ἔσται γέρων.

Image result for medieval old fool
“The Fool and His Double”, José Frappa

Advice on Social Media Use from Ancient Rome

Ovid, Amores 14.1-8

“I don’t beg you not to mess around because you’re pretty,
But to spare miserable me the need of knowing about it.
I am not some censor who orders you to be a prude,
But only someone who asks you to try to be discreet.
Whoever can deny her mistakes, hasn’t messed up at all.
Only the admitted fault brings dishonor.
What madness it is to confess in light things done at night?
And to report openly deeds performed in secret?”

Non ego, ne pecces, cum sis formosa, recuso,
sed ne sit misero scire necesse mihi;
nec te nostra iubet fieri censura pudicam,
sed tamen, ut temptes dissimulare, rogat.
non peccat, quaecumque potest peccasse negare,
solaque famosam culpa professa facit.
quis furor est, quae nocte latent, in luce fateri,
et quae clam facias facta referre palam?

graffiti
‘Social Media’ can last forever…