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Hadrian and the Greek East
HADRIAN AND THE GREEK EAST: IMPERIAL POLICY AND COMMUNICATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Demetrios Kritsotakis, B.A, M.A. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Fritz Graf, Adviser Professor Tom Hawkins ____________________________ Professor Anthony Kaldellis Adviser Greek and Latin Graduate Program Copyright by Demetrios Kritsotakis 2008 ABSTRACT The Roman Emperor Hadrian pursued a policy of unification of the vast Empire. After his accession, he abandoned the expansionist policy of his predecessor Trajan and focused on securing the frontiers of the empire and on maintaining its stability. Of the utmost importance was the further integration and participation in his program of the peoples of the Greek East, especially of the Greek mainland and Asia Minor. Hadrian now invited them to become active members of the empire. By his lengthy travels and benefactions to the people of the region and by the creation of the Panhellenion, Hadrian attempted to create a second center of the Empire. Rome, in the West, was the first center; now a second one, in the East, would draw together the Greek people on both sides of the Aegean Sea. Thus he could accelerate the unification of the empire by focusing on its two most important elements, Romans and Greeks. Hadrian channeled his intentions in a number of ways, including the use of specific iconographical types on the coinage of his reign and religious language and themes in his interactions with the Greeks. In both cases it becomes evident that the Greeks not only understood his messages, but they also reacted in a positive way. -
Phaedrus Plato
Phaedrus Plato TRANSLATED BY BENJAMIN JOWETT ROMAN ROADS MEDIA Classical education, from a Christian perspective, created for the homeschool. Roman Roads combines its technical expertise with the experience of established authorities in the field of classical education to create quality video courses and resources tailored to the homeschooler. Just as the first century roads of the Roman Empire were the physical means by which the early church spread the gospel far and wide, so Roman Roads Media uses today’s technology to bring timeless truth, goodness, and beauty into your home. By combining excellent instruction augmented with visual aids and examples, we help inspire in your children a lifelong love of learning. Phaedrus by Plato translated by Benjamin Jowett This text was designed to accompany Roman Roads Media's 4-year video course Old Western Culture: A Christian Approach to the Great Books. For more information visit: www.romanroadsmedia.com. Other video courses by Roman Roads Media include: Grammar of Poetry featuring Matt Whitling Introductory Logic taught by Jim Nance Intermediate Logic taught by Jim Nance French Cuisine taught by Francis Foucachon Copyright © 2013 by Roman Roads Media, LLC Roman Roads Media 739 S Hayes St, Moscow, Idaho 83843 A ROMAN ROADS ETEXT Phaedrus Plato TRANSLATED BY BENJAMIN JOWETT INTRODUCTION The Phaedrus is closely connected with the Symposium, and may be regarded either as introducing or following it. The two Dialogues together contain the whole philosophy of Plato on the nature of love, which in the Republic and in the later writings of Plato is only introduced playfully or as a figure of speech. -
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General Index
Cambridge University Press 978-1-107-01256-1 - Ancient Libraries Edited by Jason König, Katerina Oikonomopoulou and Greg Woolf Index More information General index a studiis. See education Roman, 162, 167–82, 242, 246, 249, 252, ab epistulis, 244, 249, 251, 253, 254, 255 253, 254, 301, 303, 366, 367, 369, 381, ab epistulis graecis, 244, 249 382, 385, 387, 391, 392 Academy (of Plato), 86, 90 Alexis Aelius Largus, Titus. See librarians Linos,88 Aelius Stilo Praeconinus, Lucius, 217, 218, 242, Ammianus Marcellinus, 373, 379 288–9, 303, 304, 353 Andronicus of Rhodes, 153, 155, 161, 215, 388 Aelius Tubero, Quintus, 142, 144 Annaeus Seneca, Lucius (Seneca the Younger), Aemilius Paullus, Lucius, 3, 124, 125, 128, 131, 154, 171, 359, 369, 379, 400 132, 135, 136, 357 Annales Maximi, 130 Aeschines, 92 Annius Postumus. See librarians Aeschylus, 89, 364, 367, 376 antiquarianism, 64, 80–1, 94, 97, 100–6, 144–8, Akkadian 217, 351, 378 booksinlibraries,49 Antium, 298 language, 39, 44 Cicero’s house and library in, 215, 222–5, akousterion, 304, 305 227, 233, 338 Alcidamas imperial villa at, 238, 249, 298, 310–11 On those who write speeches,91 Antoninus Pius, 256, 257, 258 Alexander the Great, 39, 68, 126, 368 Antony (Antonius, Marcus), 234, 371, Alexandria 386 library at the Serapeum, 302 Anu-belsunu,ˇ 52, 53 library of Alexandria, 3–4, 6, 14, 31, 32, 75, Apellicon of Teos, 67, 68, 70, 71, 72, 73, 79, 80, 126, 141, 185, 242, 298, 302, 307, 155, 160, 161, 164, 165, 213, 214, 295, 332, 339, 363, 366, 368, 369, 379, 385, 371, 386 387, 392–4, 401, 402, 412 -
Plato's Phaedrus and Apuleius' Metamorphoses1
“Necessary Roughness”: Plato’s Phaedrus and Apuleius’ Metamorphoses1 JEFFREY T. WINKLE Calvin College Introduction Readers of Apuleius have long recognized the influence of Plato’s Phaedrus (along with other Platonic works) on his Metamorphoses, especially in the allegorical elements of the “Cupid and Psyche” centerpiece.2 Outside of “Cu- pid and Psyche” a handful of other allusions to the Phaedrus in the novel have been widely noted3 but it is the contention of this essay that elements of Plato’s Phaedrus are more deeply embedded in the themes and overall narrative(s) of the Apuleian novel than previously recognized. Reading the whole of the novel closely against the Phaedrus reveals that just as this particular dialogue provides a useful interpretive touchstone for the “Cupid and Psyche” tale, it functions in a similar and deliberate way for the novel’s principal narrative concerning Lucius, acting as backdrop to and underlining what we might call his fall and redemption. What follows is not an argument that the Phaedrus ————— 1 I am very grateful to my colleagues Ken Bratt, U.S. Dhuga, and David Noe for their helpful comments on an early draft of the essay as well as to Luca Graverini and the journal refer- ees especially for bringing me up to speed on recent scholarship and talking me down from particular interpretive ledges. 2 For Phaedrean (and other Platonic) influence on Cupid and Psyche see: Hooker 1955; Walsh 1970, 55ff, 195, 206ff; Penwill 1975; Anderson 1982, 75-85; Kenney 1990, 17-22; Schlam 1992, 82-98; Shumate 1996, 259ff; Dowden 1998; O’Brien 1998; Zimmerman 2004; Graverini 2012a, 112-113. -
Ancient Authors 297
T Ancient authors 297 is unknown. His Attic Nights is a speeches for the law courts, collection of essays on a variety political speeches, philosophical ANCIENT AUTHORS of topics, based on his reading of essays, and personal letters to Apicius: (fourth century AD) is the Greek and Roman writers and the friends and family. name traditionally given to the lectures and conversations he had Columella: Lucius Iunius author of a collection of recipes, heard. The title Attic Nights refers Moderatus Columella (wrote c.AD de Re Coquinaria (On the Art of to Attica, the district in Greece 60–65) was born at Gades (modern Cooking). Marcus Gavius Apicius around Athens, where Gellius was Cadiz) in Spain and served in the was a gourmet who lived in the living when he wrote the book. Roman army in Syria. He wrote a early first centuryAD and wrote Cassius Dio (also Dio Cassius): treatise on farming, de Re Rustica about sauces. Seneca says that he Cassius Dio Cocceianus (c.AD (On Farming). claimed to have created a scientia 150–235) was born in Bithynia. He popīnae (snack bar cuisine). Diodorus Siculus: Diodorus had a political career as a consul (wrote c.60–30 BC) was a Greek Appian: Appianos (late first in Rome and governor of the from Sicily who wrote a history of century AD–AD 160s) was born in provinces of Africa and Dalmatia. the world centered on Rome, from Alexandria, in Egypt, and practiced His history of Rome, written in legendary beginnings to 54 BC. as a lawyer in Rome. -
Herodian History of the Roman Empire Source 2: Aulus Gellius Attic
insulae: how the masses lived Fires Romans Romans in f cus One of the greatest risks of living in the densely populated city of Rome, and particularly in insulae was that of fires. Fires broke out easily (due to people cooking on open flames), spread easily (due to buildings being constructed out of wood, and buildings being built so closely together) and were hard to control. Several times large parts of the city went up in flames. It was not unusual for imperial funds to make good losses of impoverished wealthy citizens in the wake of a fire. Source 1: Herodian History of the Roman Empire In this passage from Herodian riots have broken out in the city of Rome, and soldiers combatting civilians started setting fire to houses. The soldiers did, however, set fire to houses that had wooden balconies (and there were many of this type in the city). Because a great number of houses were made chiefly of wood, the fire spread very rapidly and without a break throughout most of the city. Many men who lost their vast and magnificent properties, valuable for the large incomes they produced and for their expensive decorations, were reduced from wealth to poverty. A great many people died in the fire, unable to escape because the exits had been blocked by the flames. All the property of the wealthy was looted when the criminal and worthless elements in the city joined with the soldiers in plundering. And the part of Rome destroyed by fire was greater in extent than the largest intact city in the empire. -
Architectural Encounters Between Idea and Material the 1547 Frontispiece of Walther Hermann Ryff
ARCHITECTURAL ENCOUNTERS 179 Architectural Encounters between Idea and Material The 1547 Frontispiece of Walther Hermann Ryff PAUL EMMONS Virginia Tech The renaissance frontispiece is simultaneously an that presented through a combination of word and encounter between reader and author and inhabit- image the idea of its content^.^ Frontispieces thus ant and building. The idea of the book is personified are excellent visual sources to study the significance into an architectural image. Reader and author are of a text. Architects often drew frontispieces, not face-to-face even though the later is absent and the only for their own books, but also for many other book stands as a physical incarnation of the ideas subjects. The visual threshold of frontispiece for of the author. This paper will examine one notable renaissance architectural treatises was variously renaissance architectural frontispiece in Walther shown as an altar (Palladio), triumphal arch (Bar- Hermann Ryff's Architectur (1547) to reconsider the baro), curtain or veil (Bartoli), window (Vignola), relation between idea and material in architectural or pedimented entry (Scamozzi). theory and practice today. Frontispieces employed allegorical illustrations like The illustrated architectural frontispiece developed emblems. Emblems originated with the renaissance with the early printed book.' At this time, printers humanist attempt to create a modern equivalent only produced the pages and sold them tied in a to Egyptian hieroglyphs. With the rediscovery of bundle which was then taken to a separate leather Horapollo's Hieyroglyphica in the fifteenth century, worker for the book's cover. The cover represented it was thought that the esoteric picture language of the owner while the first page, the frontispiece, the Egyptians could be deciphered and numerous represented the interior of the book. -
Catullum Numquam Antea Lectum […] Lego »: a Short Analysis of Catullus’ Fortune in the Sixteenth and Seventeenth Centuries
chapter 15 « Catullum Numquam Antea Lectum […] Lego »: A Short Analysis of Catullus’ Fortune in the Sixteenth and Seventeenth Centuries Alina Laura de Luca The Liber Catulli Veronensis has a mysterious history full of twists and turns, chance discoveries and sudden disappearances, avid attempts at correction and of convictions for obscenity. We know that it had an enormous and imme- diate popularity among poets of the ‘Golden Age’ and was read and discussed from the second to the fourth century.1 However, the study and discussion of Catullus in the Middle Ages have left only a few traces. He is mentioned two or three times and he is not listed in the manuscript catalogues of monastic libraries during the Carolingian age; whereas in the same period we witness a multiplication of copies of Horace, Virgil, Ovid, and Juvenal. Nevertheless, there is evidence that Catullus was being read in France and northern Italy: in the late ninth century poem 62 was included in a florilegium;2 in 966 Raterio, Bishop of Verona, was reading Catullus, as he says in one of his sermons: “I read Catullus that has never been accessed before”.3 However, the Liber soon disap- peared, or more probably it lay undisturbed in the Chapter Library of Verona throughout most of the Middle Ages.4 1 The modern study of Kenneth Quinn, The Catullan revolution (Melbourne, Melbourne University Press, 1959), describes the impact that Catullus had on Roman poetry. Individual Catullan poems were admired and imitated by the Augustan poets, above all by elegists, and his popularity continued later with Martial, Pliny the Younger, Aulus Gellius and Pomponius. -
De Ornanda Instruendaque Urbe Anne Truetzel
Washington University in St. Louis Washington University Open Scholarship All Theses and Dissertations (ETDs) 1-1-2011 De Ornanda Instruendaque Urbe Anne Truetzel Follow this and additional works at: https://openscholarship.wustl.edu/etd Recommended Citation Truetzel, Anne, "De Ornanda Instruendaque Urbe" (2011). All Theses and Dissertations (ETDs). 527. https://openscholarship.wustl.edu/etd/527 This Thesis is brought to you for free and open access by Washington University Open Scholarship. It has been accepted for inclusion in All Theses and Dissertations (ETDs) by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. WASHINGTON UNIVERSITY Department of Classics De Ornanda Instruendaque Urbe: Julius Caesar’s Influence on the Topography of the Comitium-Rostra-Curia Complex by Anne E. Truetzel A thesis presented to the Graduate School of Arts and Sciences of Washington University in partial fulfillment of the requirements for the degree of Master of Arts August 2011 Saint Louis, Missouri ~ Acknowledgments~ I would like to take this opportunity to thank the Classics department at Washington University in St. Louis. The two years that I have spent in this program have been both challenging and rewarding. I thank both the faculty and my fellow graduate students for allowing me to be a part of this community. I now graduate feeling well- prepared for the further graduate study ahead of me. There are many people without whom this project in particular could not have been completed. First and foremost, I thank Professor Susan Rotroff for her guidance and support throughout this process; her insightful comments and suggestions, brilliant ideas and unfailing patience have been invaluable. -
Illinois Classical Studies
24 Parental Gifts: Father-Son Dedications and Dialogues in Roman Didactic Literature FANNIE J. LEMOINE Introduction Literary dedications are designed either to acknowledge a bond between the author and the dedicatee or to attempt to establish such a bond. In the Latin didactic tradition authors frequently present themselves as fathers giving their educational treatises to their sons or composing fictive dialogues in which they act as the teacher and the son as the pupil. The dedications and dialogues reflected historical practice and reinforced patterns of paternal and filial behavior through literary example. Father-son dedications and dialogues also serve formal literary ends. They help the author speak in a more intimate, yet authoritative voice and create a sense of reciprocal obligation between composer and reader. The dedication or the dialogue establishes the context within which the author presents his literary gift. The five aims of this study are: (1) to trace a brief history of father-son dedications and dialogues in Latin didactic literature, (2) to examine the formative contributions made by Cato and Cicero, (3) to argue for a distinctly Roman character to the tradition, (4) to illustrate the conventional presentations of authorial personality and subject matter found in later introductory prefaces, and (5) to show how the conventions dealing with persons and subject matter are subverted by two late Latin paternal authors, Augustine and Martianus Capella. The article concludes with a brief discussion of the influence of this pattern of familial instruction upon didactic texts in the Middle Ages. Ancient rhetorical theory advocated finding the material for introductions either from the personalities involved (ex personis) or from the subject matter itself {ex rebus). -
L'ab Epistulis E L'a Libellis Nel Ii Secolo D
Università degli Studi di Cagliari DOTTORATO DI RICERCA Fonti scritte della Civiltà mediterranea Ciclo XXVII LA PAROLA SCRITTA AL SERVIZIO DELL'IMPERATORE E DELL'IMPERO: L'AB EPISTULIS E L'A LIBELLIS NEL II SECOLO D.C. Settore scientifico disciplinare di afferenza L-ANT/03 Presentata da: Tiziana Carboni Coordinatore Dottorato Prof. ssa Giovanna Granata Tutor Prof. Antonio M. Corda Esame finale anno accademico 2014 – 2015 INDICE Premessa ....……………………………………………………......................... 3 I. L'amministrazione equestre ..............................……………........................... 7 I. 1. Domande .......................................................................................... 15 II. Le Persone …………………………………….............................................. 19 IIa. Adriano …………………………………............................. 21 IIb. Antonino Pio …………………………................................. 35 IIc. Marco Aurelio …………………………............................... 48 IId. Commodo ……………………………................................. 68 IIe. I Severi .................................................................................. 84 II.1. Sommario ......................................................................................... 112 III. I Documenti ………………………………….............................................. 113 IIIa. Adriano …………………………........................................ 117 IIIb. Antonino Pio …………………………………................... 136 IIIc. Marco Aurelio ………………………………..................... 160 IIId. Commodo …………………………………........................ 179 IIIe. I