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1 the Politics of the Arena
THE POLITICS OF THE ARENA 1 1 The Politics of the Arena Origin and Growth of Games The great games of the ancient Mediterranean grew out of religious holidays to become spectacular celebrations of the divine pantheon, events that not only called upon divine support to ensure continued prosperity for the state, but also offered an elaborate, formalized series of actions that encouraged, even required, the participation of an expanded human audience. These spectacles tended to follow a standard format of procession, sacrifice, and games. The procession, the first part of the festival, was, practically speaking, a means of conveying the worshipers, the officiants, and their implements of worship to the sacred space of the altar or temple. To enhance the ritual quality of the movement, the procession followed a specific, religiously significant pathway; the personnel were arranged in a specific order; the participants wore particular kinds of clothing, spoke or sang ritual words. These guidelines could involve sacrificial animals in the procession as well, who not only would be draped in wreaths or ribbons, to set them apart from “common” animals, to make them “sacred”, but also were meant to conform to certain kinds of behavior: they had to seem willing to approach the altar, and cult officials who accompanied them made sure of this. The procession was followed by the sacrifice. Sacrifice was the basic act of Graeco-Roman religion, establishing a positive relationship between deity and worshiper through the offering of a gift; this could mean the immolation of an animal, the pouring of a wine or oil libation, or setting cakes or flowers on the god’s altar for his enjoyment. -
When Kings Become Philosophers: the Late Republican Origins of Cicero’S Political Philosophy
When Kings Become Philosophers: The Late Republican Origins of Cicero’s Political Philosophy By Gregory Douglas Smay A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Ancient History and Mediterranean Archaeology in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Erich S. Gruen, Chair Professor Carlos F. Noreña Professor Anthony A. Long Summer 2016 © Copyright by Gregory Douglas Smay 2016 All Rights Reserved Abstract When Kings Become Philosophers: The Late Republican Origins of Cicero’s Political Philosophy by Gregory Douglas Smay Doctor of Philosophy in Ancient History and Mediterranean Archaeology University of California, Berkeley Professor Erich S. Gruen, Chair This dissertation argues that Cicero’s de Republica is both a reflection of, and a commentary on, the era in which it was written to a degree not previously recognized in Ciceronian scholarship. Contra readings which treat the work primarily as a theoretical tract in the tradition of late Hellenistic philosophy, this study situates the work within its historical context in Late Republican Rome, and in particular within the personal experience of its author during this tumultuous period. This approach yields new insights into both the meaning and significance of the work and the outlook of the individual who is our single most important witness to the history of the last decades of the Roman Republic. Specifically, the dissertation argues that Cicero provides clues preserved in the extant portions of the de Republica, overlooked by modern students in the past bur clearly recognizable to readers in his own day, indicating that it was meant to be read as a work with important contemporary political resonances. -
Judges in the Classroom the Republic of Rome V. Marcus Brutus
Judges In The Classroom The Republic of Rome v. Marcus Brutus Mock Trial Source: Written by Margaret Fisher. Staff at the Washington State Administrative Office of the Courts (AOC) edited the lesson. For more information, contact AOC Court Services, 1206 Quince Street SE, PO Box 41170, Olympia, WA 98504-1170. For an electronic copy of this lesson, or to view other lesson plans, visit Educational Resources on the Washington Courts Web site at: www.courts.wa.gov/education/. Objectives: 1. Students will conduct a mock trial, follow the sequence of steps in a trial, and employ good techniques for each role. 2. Students will make complex, prepared oral presentations as attorneys and witnesses. 3. Students will demonstrate skills in listening, rapid critical analysis, and extemporaneous speech. 4. Students will gain an understanding of the rules of evidence and procedure. 5. Students will demonstrate knowledge of the law applicable to the case. Grade Level: Grades 6-8 Time: One class period (approximately 50 minutes) Materials: Mock trial packet for the judge (mock trial agenda, stipulated facts, sworn statements, and evidentiary information as included in this lesson). The teacher will prepare all other materials for students ahead of the trial date. Note: This lesson assumes the class completed a multi-disciplinary unit on mock trial preparation. They studied legal concepts and procedures, analyzed the trial process, reviewed historical issues, and prepared for this specific case. Now, the parties are ready to proceed to trial, with you as the judge. Judges in the Classroom Brutus Mock Trial Mock Trial Agenda Procedures: 1. Begin the class by introducing yourself and setting the students at ease. -
INGO GILDENHARD Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin Text, Study Aids with Vocabulary, and Commentary CICERO, PHILIPPIC 2, 44–50, 78–92, 100–119
INGO GILDENHARD Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin text, study aids with vocabulary, and commentary CICERO, PHILIPPIC 2, 44–50, 78–92, 100–119 Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin text, study aids with vocabulary, and commentary Ingo Gildenhard https://www.openbookpublishers.com © 2018 Ingo Gildenhard The text of this work is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the text; to adapt the text and to make commercial use of the text providing attribution is made to the author(s), but not in any way that suggests that they endorse you or your use of the work. Attribution should include the following information: Ingo Gildenhard, Cicero, Philippic 2, 44–50, 78–92, 100–119. Latin Text, Study Aids with Vocabulary, and Commentary. Cambridge, UK: Open Book Publishers, 2018. https://doi. org/10.11647/OBP.0156 Every effort has been made to identify and contact copyright holders and any omission or error will be corrected if notification is made to the publisher. In order to access detailed and updated information on the license, please visit https:// www.openbookpublishers.com/product/845#copyright Further details about CC BY licenses are available at http://creativecommons.org/licenses/ by/4.0/ All external links were active at the time of publication unless otherwise stated and have been archived via the Internet Archive Wayback Machine at https://archive.org/web Digital material and resources associated with this volume are available at https://www. -
Henrietta Van Der Blom, Christa Gray, and Catherine Steel (Eds.)
Henrietta Van der Blom, Christa Gray, and Catherine Steel (eds.). Institutions and Ideology in Republican Rome. Cambridge University Press: Cambridge, 2017. Hb. $120.00 USD. Institutions and Ideology in Republican Rome is a collection of papers first presented at a conference in 2014, which in turn arose from the Fragments of the Republican Roman Orators (FRRO) project. Perhaps ironically, few of these papers focus on oratorical fragments, although the ways in which Republican politicians communicated with each other and the voting public is a common theme across the collection. In their introduction the editors foreground the interplay between political institutions and ideology as a key point of conflict in late Republican politics, taking aim in particular at the interpretation of Republican political life as dominated by money and self-serving politicians at the top and by institutionally curated consensus at the bottom. This, they argue, is unsustainable, not least in light of the evidence presented by their contributors of politicians sharing and acting on ‘ideological’ motives within the constraints of Republican institutions. Sixteen papers grouped into four sections follow; the quality is consistently high, and several chapters are outstanding. The four chapters of Part I address ‘Modes of Political Communication’. Alexander Yakobson opens with an exploration of the contio as an institution where the elite were regularly hauled in front of the populus and treated less than respectfully by junior politicians they would probably have considered beneath them. He argues that the paternalism of Roman public life was undercut by the fact that ‘the “parents” were constantly fighting in front of the children’ (32). -
David Rafferty, the Fall of the Roman Republic
The Fall of the Roman Republic DAVID RAFFERTY the Mediterranean, meant there was no longer anyone for the Romans to fear, which in turn meant that Rome lost her discipline. Another How did crises change ancient theme blamed greed and ambition for Rome’s societies? problems: greed and success had made some men very rich and others very poor. The rich How did key individuals contribute to had appetites which the Republic could not such events? contain, while they also became corrupt, and the poor had nothing to lose from change. A How might we judge the historical similar theme blamed the ambitions of the significance of these crises and the great men who brought down their Republic: individuals who took part in them?1 they were no longer content to be renowned in a free state, but wanted to dominate their fellow-citizens. Historical significance Most modern scholars have not accepted these explanations. But many causes have been Why did the Roman Republic fall? This blamed for the collapse of the Republic, too question was of great interest to the Romans many to list here. Lintott’s CAH chapter briefly themselves, both at the time and later. The outlines some of them, but the Blackwell best starting point is Andrew Lintott’s chapter Companion to the Roman Republic is a better 1, ‘The crisis of the Republic: sources and source. Such companions tend to be uneven, source-problems’ in CAH 9 (that is, volume but this one is excellent, and thoroughly 9 of the second edition of the Cambridge recommended. -
The Complexity of Roman Suicide Carmine Anthony Ruff
University of Richmond UR Scholarship Repository Master's Theses Student Research 1974 The complexity of Roman suicide Carmine Anthony Ruff Follow this and additional works at: http://scholarship.richmond.edu/masters-theses Part of the Classics Commons Recommended Citation Ruff, Carmine Anthony, "The ompc lexity of Roman suicide" (1974). Master's Theses. Paper 937. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. THE COMPLEXITY OF ROMAN SUICIDE BY CARMINE ANTHONY RUFFA A THESIS SUBMITTED TO THE GRADUATE FACULTY OF THE UNIVERSITY OF RICHMOND IN CANDIDACY FOR THE DEGREE OF MASTER OF ARTS IN CLASSICAL STUDIES MAY 1974 APPROVAL SHEET ii TABLE OF CONTENTS PREFACE • . • • . .iv Chapter I. INTRODUCTION . • . • • • • . • • • • • . • 1 II. ANCIENT SUICIDE: A PROBLEM OF SEMANTICS. • • • • • • • • • • • • 5 Latin Citations to Suicide The Absence of A Standard Word Or Phrase III. PHILOSOPHIC SUICIDE . • .11 The Attitude of the Latin Philosophers Toward Suicide The Divergent Views of the Stoic Philosophers The Effect of Cato's Suicide on Stoicism IV. THE TREATMENT OF LUCRETIA'S SUICIDE BY LIVY AND AUGUSTINE • • • • • • • • • • • • • • • • • • • • 4 4 Section I: Livy's Lucretia Section II: Augustine's Denunciation of Lucretia v. SUICIDE IN THE AENEID • • • • • • . .61 Vergii's Development of Dido's Suicidal Personality The Condemnation of Suicides in the Underworld Amata's Suicide CONCLUSION. .80 APPENDIX I • • • • • • • • • • • • • • • • • • • • •• 83 APPENDIX II • . .86 BIBLIOGRAPHY . .91 VITA . .99 iii ACKNOWLEDGEMENTS The author would like to acknowledge two people who have influenced and inspired his academic and professional life. -
The Late Republic in 5 Timelines (Teacher Guide and Notes)
1 180 BC: lex Villia Annalis – a law regulating the minimum ages at which a individual could how political office at each stage of the cursus honorum (career path). This was a step to regularising a political career and enforcing limits. 146 BC: The fall of Carthage in North Africa and Corinth in Greece effectively brought an end to Rome’s large overseas campaigns for control of the Mediterranean. This is the point that the historian Sallust sees as the beginning of the decline of the Republic, as Rome had no rivals to compete with and so turn inwards, corrupted by greed. 139 BC: lex Gabinia tabelleria– the first of several laws introduced by tribunes to ensure secret ballots for for voting within the assembliess (this one applied to elections of magistrates). 133 BC – the tribunate of Tiberius Gracchus, who along with his younger brother, is seen as either a social reformer or a demagogue. He introduced an agrarian land that aimed to distribute Roman public land to the poorer elements within Roman society (although this act quite likely increased tensions between the Italian allies and Rome, because it was land on which the Italians lived that was be redistributed). He was killed in 132 BC by a band of senators led by the pontifex maximus (chief priest), because they saw have as a political threat, who was allegedly aiming at kingship. 2 123-121 BC – the younger brother of Tiberius Gracchus, Gaius Gracchus was tribune in 123 and 122 BC, passing a number of laws, which apparent to have aimed to address a number of socio-economic issues and inequalities. -
Backgrounds and Beginnings Early Republic: from Rome to Roman Italy
HIS 354 Ruzicka The Roman Republic MHRA 2123 10-11 MWF 334-5488 [email protected] For many people “Rome” conjures up images of a vast empire and a series of autocratic and often deranged emperors. That is only part of the story of Roman history. An equally long and equally fascinating phase—that of the Roman Republic—preceded the age of emperors. It was in fact during this phase of Roman history that Rome became a big city, that the Romans took control of the Mediterranean world, and that Julius Caesar (not an emperor) lived. This course surveys this “republican” period of Roman history from the origins of Rome to the assassination of Julius Caesar--a period of more than seven centuries. The three major themes of the course are: 1) the development of Rome’s distinctive political institutions and practices, 2) the rise of Rome to rule over the entire Mediterranean world and 3) the changes wrought upon Roman society by Roman success. We will first examine the origins of Rome, the evolution of the Roman constitution, and the acquisition of Roman dominion over Italy (the Early Republic). Then, we will follow the story of Rome's rise to world power (the Middle Republic). Finally, we will trace the crises of Republican institutions as a result of the internal pressures generated by Roman responsibility for the Mediterranean world (the Late Republic). In a nutshell, we will be examining the rise and fall of the Roman Republic—a 500-year long story. There will be three examinations, each counting 25% of the final grade, and 3 papers (topics at end of syllabus), counting altogether 25% of the final grade. -
A Natural Starting Point for a Study of Cicero's Attitude Toward Military Matters Is His Actual Military Experience
Cicero de re militari: A civilian perspective on military matters in the late Republic Katherine Amie Liong PhD in Classics The University of Edinburgh 2011 The candidate hereby confirms that this thesis was composed by her and represents her own work, except where credit has been given to the work of others. She furthermore confirms that no part of this thesis has been submitted for any other degree or qualification except as specified on the title page. __________________________________ Katherine Liong i Acknowledgements A PhD thesis inevitably takes on a life of its own, and accrues many debts along the way. I am pleased to express here my profound gratitude for the support, encouragement, and enlightenment that I have received from individuals and institutions while I completed this project. Thanks are first of all due to my supervisors, Dr Dominic Berry and Prof. Andrew Erskine, for their attention to detail, patience, and flexibility in managing our respective leaves of absence. Dr Berry first drew my attention to the potential of this topic when I was beginning my MA with him at the University of Leeds, and I have benefitted greatly from his enthusiasm and expertise about Cicero in the intervening years. I am also grateful to Drs Gavin Kelly and Ulrike Roth for their feedback and perspective at my annual reviews and in other conversations. Friends and family on both sides of the Atlantic were a constant source of motivation and reassurance; of these, my partner Duncan has my particular thanks (and admiration) for sharing this journey with me. Last but not least, I should like to thank the funding bodies whose support made this project possible. -
Caesar and the Pirates: Or How to Make (And Break) an Ancient Life’, Greece and Rome, 57(2), Pp
Georgetown University Institutional Repository http://www.library.georgetown.edu/digitalgeorgetown The author made this article openly available online. Please tell us how this access affects you. Your story matters. OSGOOD, J. (2010) ‘Caesar and The Pirates: or How to Make (and Break) an Ancient Life’, Greece and Rome, 57(2), pp. 319–336. doi: 10.1017/S0017383510000057 Collection Permanent Link: http://hdl.handle.net/10822/555438 © 2010 The Classical Association This material is made available online with the permission of the author, and in accordance with publisher policies. No further reproduction or distribution of this copy is permitted by electronic transmission or any other means. Greece & Rome, Vol. 57, No. 2, © The Classical Association, 2010. All rights reserved doi:10.1017/S0017383510000057 CAESAR AND THE PIRATES CAESAR AND THE PIRATES: OR HOW TO MAKE (AND BREAK) AN ANCIENT LIFE* Introduction It is hard for biographers, ancient and modern alike, to resist the story of the young Julius Caesar’s kidnapping by a band of pirates. Suetonius and Plutarch both include full versions of the tale, with specifi c details (Suet. Iul. 4; Plut. Vit. Caes. 1.4–2). Suetonius, for instance, writes that the kidnapping took place near the island of Pharmacusa (just off the coast of Asia Minor), while Plutarch, noting that too, also specifi es that the ransom that freed Caesar came from the (nearby) city of Miletus. And while Suetonius writes that Caesar, after his release, launched a fl eet, pursued the pirates, and punished them, Plutarch includes another phase in the story: having taken command of a fl eet and set sail (again, from Miletus), Plutarch’s Caesar captured nearly all the pirates but, instead of killing them right away, ‘he himself went to Iuncus, the governor of Asia, on the grounds that it belonged to him, as governor of the province, to punish the captives’. -
Calendar of Roman Events
Introduction Steve Worboys and I began this calendar in 1980 or 1981 when we discovered that the exact dates of many events survive from Roman antiquity, the most famous being the ides of March murder of Caesar. Flipping through a few books on Roman history revealed a handful of dates, and we believed that to fill every day of the year would certainly be impossible. From 1981 until 1989 I kept the calendar, adding dates as I ran across them. In 1989 I typed the list into the computer and we began again to plunder books and journals for dates, this time recording sources. Since then I have worked and reworked the Calendar, revising old entries and adding many, many more. The Roman Calendar The calendar was reformed twice, once by Caesar in 46 BC and later by Augustus in 8 BC. Each of these reforms is described in A. K. Michels’ book The Calendar of the Roman Republic. In an ordinary pre-Julian year, the number of days in each month was as follows: 29 January 31 May 29 September 28 February 29 June 31 October 31 March 31 Quintilis (July) 29 November 29 April 29 Sextilis (August) 29 December. The Romans did not number the days of the months consecutively. They reckoned backwards from three fixed points: The kalends, the nones, and the ides. The kalends is the first day of the month. For months with 31 days the nones fall on the 7th and the ides the 15th. For other months the nones fall on the 5th and the ides on the 13th.