Ovid and the Eclogues: Verbal Echoes in the Apollo
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Apuleius's Story of Cupid and Psyche and the Roman Law of Marriage" Transactions of the American Philological Association (1974-), Vol
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. "Nuptiae Iure Civili Congruae: Apuleius's Story of Cupid and Psyche and the Roman Law of Marriage" Transactions of the American Philological Association (1974-), Vol. 136, No. 2 (Autumn, 2006), pp. 415-441 Collection Permanent Link: http://hdl.handle.net/10822/555440 © 2006 The John Hopkins University Press 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. Transactionsof the American Philological Association 136 (2006) 415-441 Nuptiae lure Civili Congruae: Apuleius'sStory of Cupid and Psyche and the Roman Lawof Marriage JOSIAH OSGOOD GeorgetownUniversity SUMMARY: Socialhistorians, despite showing greatinterest in Apuleius'sMeta- morphoses,have tended to ignorethe novel'sembedded tale of Cupidand Psycheon the groundsthat it is purelyimaginary. This paperdemonstrates that Apuleiusin fact refersthroughout his story to realRoman practices, especially legal practices-most conspicuousare the frequentreferences to the Romanlaw of marriage.A carefulexamination of severalpassages thus shows how knowl- edge of Romanlaw, it turns out, enhancesthe reader'spleasure in Apuleius's story.The paperconcludes by exploringthe connectionsbetween Apuleius's fairytaleand the accountof his own marriageto AemiliaPudentilla in his ear- lier work,the Apologia.Apuleius seems to be recalling,playfully, his own earlier legal success.At the same time, both works suggestthat legal problemsarose in Romanfamilies not becauseof the actions of any officialenforcers, but rather appealto the law by particularfamily members. -
A Study of the Cupid and Psyche Myth, with Particular Reference to C.S
Inklings Forever Volume 7 A Collection of Essays Presented at the Seventh Frances White Ewbank Colloquium on C.S. Article 21 Lewis & Friends 6-3-2010 Tale as Old as Time: A Study of the Cupid and Psyche Myth, with Particular Reference to C.S. Lewis's Till We Have Faces John Stanifer Follow this and additional works at: https://pillars.taylor.edu/inklings_forever Part of the English Language and Literature Commons, History Commons, Philosophy Commons, and the Religion Commons Recommended Citation Stanifer, John (2010) "Tale as Old as Time: A Study of the Cupid and Psyche Myth, with Particular Reference to C.S. Lewis's Till We Have Faces," Inklings Forever: Vol. 7 , Article 21. Available at: https://pillars.taylor.edu/inklings_forever/vol7/iss1/21 This Essay is brought to you for free and open access by the Center for the Study of C.S. Lewis & Friends at Pillars at Taylor University. It has been accepted for inclusion in Inklings Forever by an authorized editor of Pillars at Taylor University. For more information, please contact [email protected]. Tale as Old as Time: A Study of the Cupid and Psyche Myth, with Particular Reference to C.S. Lewis's Till We Have Faces Cover Page Footnote This essay is available in Inklings Forever: https://pillars.taylor.edu/inklings_forever/vol7/iss1/21 INKLINGS FOREVER, Volume VII A Collection of Essays Presented at the Seventh FRANCES WHITE COLLOQUIUM on C.S. LEWIS & FRIENDS Taylor University 2010 Upland, Indiana Tale as Old as Time A Study of the Cupid & Psyche Myth, with Particular Reference to C.S. -
The Hellenic Saga Gaia (Earth)
The Hellenic Saga Gaia (Earth) Uranus (Heaven) Oceanus = Tethys Iapetus (Titan) = Clymene Themis Atlas Menoetius Prometheus Epimetheus = Pandora Prometheus • “Prometheus made humans out of earth and water, and he also gave them fire…” (Apollodorus Library 1.7.1) • … “and scatter-brained Epimetheus from the first was a mischief to men who eat bread; for it was he who first took of Zeus the woman, the maiden whom he had formed” (Hesiod Theogony ca. 509) Prometheus and Zeus • Zeus concealed the secret of life • Trick of the meat and fat • Zeus concealed fire • Prometheus stole it and gave it to man • Freidrich H. Fuger, 1751 - 1818 • Zeus ordered the creation of Pandora • Zeus chained Prometheus to a mountain • The accounts here are many and confused Maxfield Parish Prometheus 1919 Prometheus Chained Dirck van Baburen 1594 - 1624 Prometheus Nicolas-Sébastien Adam 1705 - 1778 Frankenstein: The Modern Prometheus • Novel by Mary Shelly • First published in 1818. • The first true Science Fiction novel • Victor Frankenstein is Prometheus • As with the story of Prometheus, the novel asks about cause and effect, and about responsibility. • Is man accountable for his creations? • Is God? • Are there moral, ethical constraints on man’s creative urges? Mary Shelly • “I saw the pale student of unhallowed arts kneeling beside the thing he had put together. I saw the hideous phantasm of a man stretched out, and then, on the working of some powerful engine, show signs of life, and stir with an uneasy, half vital motion. Frightful must it be; for supremely frightful would be the effect of any human endeavour to mock the stupendous mechanism of the Creator of the world” (Introduction to the 1831 edition) Did I request thee, from my clay To mould me man? Did I solicit thee From darkness to promote me? John Milton, Paradise Lost 10. -
Read the Entire Aeneid. Do Not Skip Sections of the Book. You Need to Read the Whole Thing in Order to Understand All of the Motivations
Instructions: Read the entire Aeneid. Do not skip sections of the book. You need to read the whole thing in order to understand all of the motivations. Answer the following questions about books 1, 2, 4, 6, 8, and 12 for the AP syllabus. Your answers do not have to be in complete sentences, but some questions will require sentences or a paragraph. If you have any questions about a question, send me an email ONLY after you have tried to look it up elsewhere. Have a good summer! Content Questions Aeneid Book 1 1.) What goddess opposes Aeneas? 2.) Two cities are mentioned in the beginning of the Aeneid. These later become bitter enemies. What are they? 3.) Name 4 reasons which the answer to #1 has for hating Trojans: 1. 2. 3. 4. 4.) What was the crime for which Ajax the son of Oileus was punished by Athena? (Check reference book) 5. a.) Who is the King of the Winds? b.) What bribe does the goddess offer him? c.) What does he do for her? 6.) What are the winds compared to as they leave the mountain? 7.) What is the first action which happens to the Trojans? 8.) Who stops the storm? 9.) What is the name by which you know Ilia? (Not in book) 10.) How long will Julus rule? 11.) What race is descended from the Trojans? 12.) What was Julus' name originally? 13.) What great Roman will take his name from Julus? 14.) What Roman king does Juppiter mention? 15.) Juppiter names many Greek kingdoms, which Rome shall conquer. -
Seriously Playful: Philosophy in the Myths of Ovid's Metamorphoses
Seriously Playful: Philosophy in the Myths of Ovid’s Metamorphoses Megan Beasley, B.A. (Hons) This thesis is presented for the degree of Doctor of Philosophy of Classics of The University of Western Australia School of Humanities Discipline of Classics and Ancient History 2012 1 2 For my parents 3 4 Abstract This thesis aims to lay to rest arguments about whether Ovid is or is not a philosophical poet in the Metamorphoses. It does so by differentiating between philosophical poets and poetic philosophers; the former write poetry freighted with philosophical discourse while the latter write philosophy in a poetic medium. Ovid, it is argued, should be categorised as a philosophical poet, who infuses philosophical ideas from various schools into the Metamorphoses, producing a poem that, all told, neither expounds nor attacks any given philosophical school, but rather uses philosophy to imbue its constituent myths with greater wit, poignancy and psychological realism. Myth and philosophy are interwoven so intricately that it is impossible to separate them without doing violence to Ovid’s poem. It is not argued here that the Metamorphoses is a fundamentally serious poem which is enhanced, or marred, by occasional playfulness. Nor is it argued that the poem is fundamentally playful with occasional moments of dignity and high seriousness. Rather, the approach taken here assumes that seriousness and playfulness are so closely connected in the Metamorphoses that they are in fact the same thing. Four major myths from the Metamorphoses are studied here, from structurally significant points in the poem. The “Cosmogony” and the “Speech of Pythagoras” at the beginning and end of the poem have long been recognised as drawing on philosophy, and discussion of these two myths forms the beginning and end of the thesis. -
Athenians and Eleusinians in the West Pediment of the Parthenon
ATHENIANS AND ELEUSINIANS IN THE WEST PEDIMENT OF THE PARTHENON (PLATE 95) T HE IDENTIFICATION of the figuresin the west pedimentof the Parthenonhas long been problematic.I The evidencereadily enables us to reconstructthe composition of the pedimentand to identify its central figures.The subsidiaryfigures, however, are rath- er more difficult to interpret. I propose that those on the left side of the pediment may be identifiedas membersof the Athenian royal family, associatedwith the goddessAthena, and those on the right as membersof the Eleusinian royal family, associatedwith the god Posei- don. This alignment reflects the strife of the two gods on a heroic level, by referringto the legendary war between Athens and Eleusis. The recognition of the disjunctionbetween Athenians and Eleusinians and of parallelism and contrastbetween individualsand groups of figures on the pedimentpermits the identificationof each figure. The referenceto Eleusis in the pediment,moreover, indicates the importanceof that city and its majorcult, the Eleu- sinian Mysteries, to the Athenians. The referencereflects the developmentand exploitation of Athenian control of the Mysteries during the Archaic and Classical periods. This new proposalfor the identificationof the subsidiaryfigures of the west pedimentthus has critical I This article has its origins in a paper I wrote in a graduateseminar directedby ProfessorJohn Pollini at The Johns Hopkins University in 1979. I returned to this paper to revise and expand its ideas during 1986/1987, when I held the Jacob Hirsch Fellowship at the American School of Classical Studies at Athens. In the summer of 1988, I was given a grant by the Committeeon Research of Tulane University to conduct furtherresearch for the article. -
Kretan Cult and Customs, Especially in the Classical and Hellenistic Periods: a Religious, Social, and Political Study
i Kretan cult and customs, especially in the Classical and Hellenistic periods: a religious, social, and political study Thesis submitted for degree of MPhil Carolyn Schofield University College London ii Declaration I, Carolyn Schofield, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been acknowledged in the thesis. iii Abstract Ancient Krete perceived itself, and was perceived from outside, as rather different from the rest of Greece, particularly with respect to religion, social structure, and laws. The purpose of the thesis is to explore the bases for these perceptions and their accuracy. Krete’s self-perception is examined in the light of the account of Diodoros Siculus (Book 5, 64-80, allegedly based on Kretan sources), backed up by inscriptions and archaeology, while outside perceptions are derived mainly from other literary sources, including, inter alia, Homer, Strabo, Plato and Aristotle, Herodotos and Polybios; in both cases making reference also to the fragments and testimonia of ancient historians of Krete. While the main cult-epithets of Zeus on Krete – Diktaios, associated with pre-Greek inhabitants of eastern Krete, Idatas, associated with Dorian settlers, and Kretagenes, the symbol of the Hellenistic koinon - are almost unique to the island, those of Apollo are not, but there is good reason to believe that both Delphinios and Pythios originated on Krete, and evidence too that the Eleusinian Mysteries and Orphic and Dionysiac rites had much in common with early Kretan practice. The early institutionalization of pederasty, and the abduction of boys described by Ephoros, are unique to Krete, but the latter is distinct from rites of initiation to manhood, which continued later on Krete than elsewhere, and were associated with different gods. -
Ovid Book 12.30110457.Pdf
METAMORPHOSES GLOSSARY AND INDEX The index that appeared in the print version of this title was intentionally removed from the eBook. Please use the search function on your eReading device to search for terms of interest. For your reference, the terms that ap- pear in the print index are listed below. SINCE THIS index is not intended as a complete mythological dictionary, the explanations given here include only important information not readily available in the text itself. Names in parentheses are alternative Latin names, unless they are preceded by the abbreviation Gr.; Gr. indi- cates the name of the corresponding Greek divinity. The index includes cross-references for all alternative names. ACHAMENIDES. Former follower of Ulysses, rescued by Aeneas ACHELOUS. River god; rival of Hercules for the hand of Deianira ACHILLES. Greek hero of the Trojan War ACIS. Rival of the Cyclops, Polyphemus, for the hand of Galatea ACMON. Follower of Diomedes ACOETES. A faithful devotee of Bacchus ACTAEON ADONIS. Son of Myrrha, by her father Cinyras; loved by Venus AEACUS. King of Aegina; after death he became one of the three judges of the dead in the lower world AEGEUS. King of Athens; father of Theseus AENEAS. Trojan warrior; son of Anchises and Venus; sea-faring survivor of the Trojan War, he eventually landed in Latium, helped found Rome AESACUS. Son of Priam and a nymph AESCULAPIUS (Gr. Asclepius). God of medicine and healing; son of Apollo AESON. Father of Jason; made young again by Medea AGAMEMNON. King of Mycenae; commander-in-chief of the Greek forces in the Trojan War AGLAUROS AJAX. -
MYTHOLOGY MAY 2018 Detail of Copy After Arpino's Perseus and Andromeda
HOMESCHOOL THIRD THURSDAYS MYTHOLOGY MAY 2018 Detail of Copy after Arpino's Perseus and Andromeda Workshop of Giuseppe Cesari (Italian), 1602-03. Oil on canvas. Bequest of John Ringling, 1936. Creature Creation Today, we challenge you to create your own mythological creature out of Crayola’s Model Magic! Open your packet of Model Magic and begin creating. If you need inspiration, take a look at the back of this sheet. MYTHOLOGICAL Try to incorporate basic features of animals – eyes, mouths, legs, etc.- while also combining part of CREATURES different creatures. Some works of art that we are featuring for Once you’ve finished sculpting, today’s Homeschool Third Thursday include come up with a unique name for creatures like the sea monster. Many of these your creature. Does your creature mythological creatures consist of various human have any special powers or and animal parts combined into a single creature- abilities? for example, a centaur has the body of a horse and the torso of a man. Other times the creatures come entirely from the imagination, like the sea monster shown above. Some of these creatures also have supernatural powers, some good and some evil. Mythological Creatures: Continued Greco-Roman mythology features many types of mythological creatures. Here are some ideas to get your project started! Sphinxes are wise, riddle- loving creatures with bodies of lions and heads of women. Greek hero Perseus rides a flying horse named Pegasus. Sphinx Centaurs are Greco- Pegasus Roman mythological creatures with torsos of men and legs of horses. Satyrs are creatures with the torsos of men and the legs of goats. -
Senecan Tragedy and Virgil's Aeneid: Repetition and Reversal
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 10-2014 Senecan Tragedy and Virgil's Aeneid: Repetition and Reversal Timothy Hanford Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/427 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] SENECAN TRAGEDY AND VIRGIL’S AENEID: REPETITION AND REVERSAL by TIMOTHY HANFORD A dissertation submitted to the Graduate Faculty in Classics in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2014 ©2014 TIMOTHY HANFORD All Rights Reserved ii This dissertation has been read and accepted by the Graduate Faculty in Classics in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Ronnie Ancona ________________ _______________________________ Date Chair of Examining Committee Dee L. Clayman ________________ _______________________________ Date Executive Officer James Ker Joel Lidov Craig Williams Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii Abstract SENECAN TRAGEDY AND VIRGIL’S AENEID: REPETITION AND REVERSAL by Timothy Hanford Advisor: Professor Ronnie Ancona This dissertation explores the relationship between Senecan tragedy and Virgil’s Aeneid, both on close linguistic as well as larger thematic levels. Senecan tragic characters and choruses often echo the language of Virgil’s epic in provocative ways; these constitute a contrastive reworking of the original Virgilian contents and context, one that has not to date been fully considered by scholars. -
The Annual of the British School at Athens A
The Annual of the British School at Athens http://journals.cambridge.org/ATH Additional services for The Annual of the British School at Athens: Email alerts: Click here Subscriptions: Click here Commercial reprints: Click here Terms of use : Click here A Visit to Cyrene in 1895 Herbert Weld-Blundell The Annual of the British School at Athens / Volume 2 / November 1896, pp 113 - 140 DOI: 10.1017/S0068245400007115, Published online: 18 October 2013 Link to this article: http://journals.cambridge.org/abstract_S0068245400007115 How to cite this article: Herbert Weld-Blundell (1896). A Visit to Cyrene in 1895. The Annual of the British School at Athens, 2, pp 113-140 doi:10.1017/S0068245400007115 Request Permissions : Click here Downloaded from http://journals.cambridge.org/ATH, IP address: 131.173.48.20 on 15 Apr 2015 ' itfS i^>- tv lli-JOTb. V**»-iJ IhUS ntt < POINTS'Si/HEHCEl PHOTMOHAPMS ARE British School at Athens, Annual II. PLATE IV. RUINS OF CYRENE: GENERAL PLAN. A VISIT TO CYRENE IN 1895. A VISIT TO CYRENE IN 1895. BY HERBERT WELD-BLUNDELL. PLATE IV. THE difficulties that hedged round the Garden of the Hes- perides in the Greek seem still destined to make the Cyrenaica, a country to which the eyes of archaeologists have so wistfully turned, almost as inaccessible to the modern traveller as to the heroes of ancient fable. The classic maidens have vanished, the Garden is some- what run to seed, but the dragon of early legend is there, in the person of the native official who guards the historical treasures that lie strewn over the rich sites of the Pentapolis, stately tombs that worthless Arabs kennel in or plunder for statues and vases, to be peddled to Maltese or Greeks for (literally) home consumption or foreign export. -
Ion First Folio
FIRST FOLIO Teacher Curriculum Guide Table of Contents Page Number Welcome to the About the Play Shakespeare Theatre Company’s Synopsis of Ion……………………………….2 production of Interview with Director Ethan McSweeny….3 Ion Family Life in Ion ……………………………..4 by Euripedes Intro to Greek Mythology and Drama…..….5 People and Places in Ion ...………………….6 This season, the Shakespeare Theatre Company presents seven plays by William Classroom Connections Shakespeare and other classic playwrights. Before and After the Performance….....……7 Consistent with STC's central mission to be Resource List, Standards of Learning……...8 the leading force in producing and preserving Theatre Etiquette………………………….….9 the highest quality classic theatre , the Education Department challenges learners of The First Folio Teacher Curriculum Guide for all ages to explore the ideas, emotions and Ion was developed by the Shakespeare principles contained in classic texts and to Theatre Company Education Department, discover the connection between classic with articles compiled and written by Abby theatre and our modern perceptions. We Jackson and Michelle Jackson. Layout and hope that this First Folio Teacher Curriculum editing by Caroline Alexander. Guide will prove useful as you prepare to bring your students to the theatre! For the 2008-09 season, the Education Department will publish First Folio Teacher Curriculum Guides for our productions of Romeo and Juliet, Twelfth Night and Ion. First Folio Guides provide information and activities to help students form a personal connection to the play before attending the production. First Folio Guides contain material about the playwrights, their world and their works. Also included are approaches to exploring the plays and Next Steps productions in the classroom before and after If you would like more information on how the performance.