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341 BC the THIRD PHILIPPIC Demosthenes Translated By
1 341 BC THE THIRD PHILIPPIC Demosthenes translated by Thomas Leland, D.D. Notes and Introduction by Thomas Leland, D.D. 2 Demosthenes (383-322 BC) - Athenian statesman and the most famous of Greek orators. He was leader of a patriotic party opposing Philip of Macedon. The Third Philippic (341 BC) - The third in a series of speeches in which Demosthenes attacks Philip of Macedon. Demosthenes urged the Athenians to oppose Philip’s conquests of independent Greek states. Cicero later used the name “Philippic” to label his bitter speeches against Mark Antony; the word has since come to stand for any harsh invective. 3 THE THIRD PHILIPPIC INTRODUCTION To the Third Philippic THE former oration (The Oration on the State of the Chersonesus) has its effect: for, instead of punishing Diopithes, the Athenians supplied him with money, in order to put him in a condition of continuing his expeditions. In the mean time Philip pursued his Thracian conquests, and made himself master of several places, which, though of little importance in themselves, yet opened him a way to the cities of the Propontis, and, above all, to Byzantium, which he had always intended to annex to his dominions. He at first tried the way of negotiation, in order to gain the Byzantines into the number of his allies; but this proving ineffectual, he resolved to proceed in another manner. He had a party in the city at whose head was the orator Python, that engaged to deliver him up one of the gates: but while he was on his march towards the city the conspiracy was discovered, which immediately determined him to take another route. -
The Roles of Solon in Plato's Dialogues
The Roles of Solon in Plato’s Dialogues Dissertation Presented in partial fulfillment of the requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Samuel Ortencio Flores, M.A. Graduate Program in Greek and Latin The Ohio State University 2013 Dissertation Committee: Bruce Heiden, Advisor Anthony Kaldellis Richard Fletcher Greg Anderson Copyrighy by Samuel Ortencio Flores 2013 Abstract This dissertation is a study of Plato’s use and adaptation of an earlier model and tradition of wisdom based on the thought and legacy of the sixth-century archon, legislator, and poet Solon. Solon is cited and/or quoted thirty-four times in Plato’s dialogues, and alluded to many more times. My study shows that these references and allusions have deeper meaning when contextualized within the reception of Solon in the classical period. For Plato, Solon is a rhetorically powerful figure in advancing the relatively new practice of philosophy in Athens. While Solon himself did not adequately establish justice in the city, his legacy provided a model upon which Platonic philosophy could improve. Chapter One surveys the passing references to Solon in the dialogues as an introduction to my chapters on the dialogues in which Solon is a very prominent figure, Timaeus- Critias, Republic, and Laws. Chapter Two examines Critias’ use of his ancestor Solon to establish his own philosophic credentials. Chapter Three suggests that Socrates re- appropriates the aims and themes of Solon’s political poetry for Socratic philosophy. Chapter Four suggests that Solon provides a legislative model which Plato reconstructs in the Laws for the philosopher to supplant the role of legislator in Greek thought. -
Herodotus' Histories for the Atlantis Problem
The Importance of Herodotus' Histories for the Atlantis problem Thorwald C. Franke Independent Researcher, Germany ABSTRACT In 2006 the first systematic analysis of Herodotus' Histories under the aspect of the Atlantis problem has been published (Franke 2006). This paper presents a short overview of the scope and the results of this German-language analysis in English language. INTRODUCTION Herodotus of Halicarnassus, the "Father of History" (Cicero leg. I 5), mentions Atlantis with not a single word. However his historical work is crucial for the Atlantis problem. Why this? First of all Herodotus lived very near in time and space to the persons and places related to the assumed historical tradition of the Atlantis account: Around 450 BC Herodotus travelled to Egypt and came by the city of Sais, where he visited the temple of the goddess Neith. From this temple Solon is said to have brought the Atlantis account to Greece around 140 years before Herodotus' visit. Plato most probably has been to Egypt, too, around 50 years after Herodotus' visit to Egypt. When Plato composed the Atlantis account as we know it today a further 40 years later, Herodotus' Histories were known to everybody. So they contributed heavily to Plato's geographical and historical background, which could help to explain Plato's understanding and interpretation of the Atlantis account. Herodotus did not only visit the temple of Neith in Saitic Egypt at a time when the historical tradition from Solon to Plato still had been in progress, but Herodotus also touches a wide variety of topics, which have a key position for answering the question of Atlantis: Herodotus describes in detail a map of all regions and countries of the whole world known at his time. -
Herodotus, Xerxes and the Persian Wars IAN PLANT, DEPARTMENT of ANCIENT HISTORY
Herodotus, Xerxes and the Persian Wars IAN PLANT, DEPARTMENT OF ANCIENT HISTORY Xerxes: Xerxes’ tomb at Naqsh-i-Rustam Herodotus: 2nd century AD: found in Egypt. A Roman copy of a Greek original from the first half of the 4th century BC. Met. Museum New York 91.8 History looking at the evidence • Our understanding of the past filtered through our present • What happened? • Why did it happen? • How can we know? • Key focus is on information • Critical collection of information (what is relevant?) • Critical evaluation of information (what is reliable?) • Critical questioning of information (what questions need to be asked?) • These are essential transferable skills in the Information Age • Let’s look at some examples from Herodotus’ history of the Persian invasion of Greece in 480 BC • Is the evidence from: ― Primary sources: original sources; close to origin of information. ― Secondary sources: sources which cite, comment on or build upon primary sources. ― Tertiary source: cites only secondary sources; does not look at primary sources. • Is it the evidence : ― Reliable; relevant ― Have I analysed it critically? Herodotus: the problem… Succession of Xerxes 7.3 While Darius delayed making his decision [about his successor], it chanced that at this time Demaratus son of Ariston had come up to Susa, in voluntary exile from Lacedaemonia after he had lost the kingship of Sparta. [2] Learning of the contention between the sons of Darius, this man, as the story goes, came and advised Xerxes to add this to what he said: that he had been born when Darius was already king and ruler of Persia, but Artobazanes when Darius was yet a subject; [3] therefore it was neither reasonable nor just that anyone should have the royal privilege before him. -
Marathon 2,500 Years Edited by Christopher Carey & Michael Edwards
MARATHON 2,500 YEARS EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON MARATHON – 2,500 YEARS BULLETIN OF THE INSTITUTE OF CLASSICAL STUDIES SUPPLEMENT 124 DIRECTOR & GENERAL EDITOR: JOHN NORTH DIRECTOR OF PUBLICATIONS: RICHARD SIMPSON MARATHON – 2,500 YEARS PROCEEDINGS OF THE MARATHON CONFERENCE 2010 EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON 2013 The cover image shows Persian warriors at Ishtar Gate, from before the fourth century BC. Pergamon Museum/Vorderasiatisches Museum, Berlin. Photo Mohammed Shamma (2003). Used under CC‐BY terms. All rights reserved. This PDF edition published in 2019 First published in print in 2013 This book is published under a Creative Commons Attribution-NonCommercial- NoDerivatives (CC-BY-NC-ND 4.0) license. More information regarding CC licenses is available at http://creativecommons.org/licenses/ Available to download free at http://www.humanities-digital-library.org ISBN: 978-1-905670-81-9 (2019 PDF edition) DOI: 10.14296/1019.9781905670819 ISBN: 978-1-905670-52-9 (2013 paperback edition) ©2013 Institute of Classical Studies, University of London The right of contributors to be identified as the authors of the work published here has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Designed and typeset at the Institute of Classical Studies TABLE OF CONTENTS Introductory note 1 P. J. Rhodes The battle of Marathon and modern scholarship 3 Christopher Pelling Herodotus’ Marathon 23 Peter Krentz Marathon and the development of the exclusive hoplite phalanx 35 Andrej Petrovic The battle of Marathon in pre-Herodotean sources: on Marathon verse-inscriptions (IG I3 503/504; Seg Lvi 430) 45 V. -
Citations in Classics and Ancient History
Citations in Classics and Ancient History The most common style in use in the field of Classical Studies is the author-date style, also known as Chicago 2, but MLA is also quite common and perfectly acceptable. Quick guides for each of MLA and Chicago 2 are readily available as PDF downloads. The Chicago Manual of Style Online offers a guide on their web-page: http://www.chicagomanualofstyle.org/tools_citationguide.html The Modern Language Association (MLA) does not, but many educational institutions post an MLA guide for free access. While a specific citation style should be followed carefully, none take into account the specific practices of Classical Studies. They are all (Chicago, MLA and others) perfectly suitable for citing most resources, but should not be followed for citing ancient Greek and Latin primary source material, including primary sources in translation. Citing Primary Sources: Every ancient text has its own unique system for locating content by numbers. For example, Homer's Iliad is divided into 24 Books (what we might now call chapters) and the lines of each Book are numbered from line 1. Herodotus' Histories is divided into nine Books and each of these Books is divided into Chapters and each chapter into line numbers. The purpose of such a system is that the Iliad, or any primary source, can be cited in any language and from any publication and always refer to the same passage. That is why we do not cite Herodotus page 66. Page 66 in what publication, in what edition? Very early in your textbook, Apodexis Historia, a passage from Herodotus is reproduced. -
Sage Is , Based Pressure E Final Out- Rned by , : Hearts, Could Persuade
Xerxes' War 137 136 Herodotus Book 7 a match for three Greeks. The same is true of my fellow Spartans. fallen to the naval power of the invader. So the Spartans would have They are the equal of any men when they fight alone; fighting to stood alone, and in their lone stand they would have performed gether, they surpass all other men. For they are free, but not entirely mighty deeds and died nobly. Either that or, seeing the other Greeks free: They obey a master called Law, and they fear this master much going over to the Persians, they would have come to terms with more than your men fear you. They do whatever it commands them Xerxes. Thus, in either case, Greece would have been subjugated by the Persians, for I cannot see what possible use it would have been to to do, and its commands are always the same: Not to retreat from the fortify the Isthmus if the king had had mastery over the sea. battlefield even when badly outnumbered; to stay in formation and either conquer or die. So if anyone were to say that the Athenians were saviors of "If this talk seems like nonsense to you, then let me stay silent Greece, he would not be far off the truth. For it was the Athenians who held the scales in balance; whichever side they espoused would henceforth; I spoke only under compulsion as it is. In any case, sire, I be sure to prevail. It was they who, choosing to maintain the freedom hope all turns out as you wish." of Greece, roused the rest of the Greeks who had not submitted, and [7.105] That was Demaratus' response. -
Herodotus and Thucydides
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Humanities Commons ! " This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 In- ternational License GRK 26: Herodotus and Thucydides Dartmouth College Classics Department Winter 2016 M. Lurie Winter 2016 GRK 26: Intellectual Enquiry in Classical Athens – Herodotus and Thucydides Instructor: Michael Lurie Office: 316 Reed Hall E-mail: [email protected] Office Hours: Monday 3-4pm, Thursday 2-3pm, and by appointment Teaching Arrangements Schedule: 2 (MWF 1:45-2:50; x-period: Th 1:00-1:50) Room: Wilder 102 Brief description of the course The course offers an opportunity to study the fascinating works of two most important and interesting Greek writers and intellectuals of the 5th century BCE who invented history, or at least the writing of it: Herodotus and Thucydides. For all their differences, Herodotus and Thucydides both set out to explore, and to make sense of, his- torical developments and forces that shaped human society and the world they lived in. Both engaged in an intricate intellectual dialogue not only with earlier Greek poetry and thought, but also with many new, often radical political, religious, and scientific ideas and theories that emerged in the 2nd half of the 5th century BCE. Yet in doing so, they developed diametrically opposite modes of historical thinking as well as funda- mentally different visions of the universe and man’s place in it. We will look carefully at, and compare, the most important aspects of their groundbreaking and highly experimental works in the context of Greek literary, cultural, and intellectual history of the archaic and clas- sical ages. -
Thales of Miletus Sources and Interpretations Miletli Thales Kaynaklar Ve Yorumlar
Thales of Miletus Sources and Interpretations Miletli Thales Kaynaklar ve Yorumlar David Pierce October , Matematics Department Mimar Sinan Fine Arts University Istanbul http://mat.msgsu.edu.tr/~dpierce/ Preface Here are notes of what I have been able to find or figure out about Thales of Miletus. They may be useful for anybody interested in Thales. They are not an essay, though they may lead to one. I focus mainly on the ancient sources that we have, and on the mathematics of Thales. I began this work in preparation to give one of several - minute talks at the Thales Meeting (Thales Buluşması) at the ruins of Miletus, now Milet, September , . The talks were in Turkish; the audience were from the general popu- lation. I chose for my title “Thales as the originator of the concept of proof” (Kanıt kavramının öncüsü olarak Thales). An English draft is in an appendix. The Thales Meeting was arranged by the Tourism Research Society (Turizm Araştırmaları Derneği, TURAD) and the office of the mayor of Didim. Part of Aydın province, the district of Didim encompasses the ancient cities of Priene and Miletus, along with the temple of Didyma. The temple was linked to Miletus, and Herodotus refers to it under the name of the family of priests, the Branchidae. I first visited Priene, Didyma, and Miletus in , when teaching at the Nesin Mathematics Village in Şirince, Selçuk, İzmir. The district of Selçuk contains also the ruins of Eph- esus, home town of Heraclitus. In , I drafted my Miletus talk in the Math Village. Since then, I have edited and added to these notes. -
The Persian Wars: Ionian Revolt the Ionian Revolt, Which Began in 499
The Persian Wars: Ionian Revolt The Ionian Revolt, which began in 499 B.C. marked the beginning of the Greek-Persian wars. In 546 B.C. the Persians had conquered the wealthy Greek settlements in Ionia (Asia Minor). The Persians took the Ionians’ farmland and harbors. They forced the Ionians to pay tributes (the regular payments of goods). The Ionians also had to serve in the Persian army. The Ionians knew they could not defeat the Persians by themselves, so they asked mainland Greece for help. Athens sent soldiers and a small fleet of ships. Unfortunately for the Ionians, the Athenians went home after their initial success, leaving the small Ionian army to fight alone. In 493 B.C. the Persian army defeated the Ionians. To punish the Ionians for rebelling, the Persians destroyed the city of Miletus. They may have sold some of tis people into slavery. The Persian Wars: Battle of Marathon After the Ionian Revolt, the Persian King Darius decided to conquer the city-states of mainland Greece. He sent messengers to ask for presents of Greek earth and water as a sign that the Greeks agreed to accept Persian rule. But the Greeks refused. Darius was furious. In 490 B.C., he sent a large army of foot soldiers and cavalry (mounted soldiers) across the Aegean Sea by boat to Greece. The army assembled on the pain of Marathon. A general named Miltiades (Mill-te-ah-deez) convinced the other Greek commanders to fight the Persians at Marathon. In need of help, the Athenians sent a runner named Pheidippides (Fa-dip-e-deez) to Sparta who ran for two days and two nights. -
Chapter 9 Study Guide Key
Chapter 9 Study Guide Key 7th Grade World History Vocabulary Cavalry – a unit of soldiers who ride horses. The Persian empire was known for their use of cavalry, helping to make them so victorious in battle Hellenistic – Greek-like - when a cultural idea is heavily influenced by Greek ideas (Example – cities of Alexandria created by Alexander.) Alliance – agreement to work together – as in the Persian Wars Vocabulary Phalanx – A square fighting formation – commonly used by Alexander & Sparta Satraps – governors in the Persian empire Helots – Slaves in Sparta – made up majority of population & heavily relied upon Parthenon – Great temple in Athens dedicated to the goddess Athena. Commissioned by Pericles after the Persian Wars. People to Know Cyrus the Great – Rebelled against the Medes to create the Persian Empire. Known for letting others keep their customs to help prevent rebellions Darius I – Leader of the Persians when Greek mainland city-states sent help to the Ionian city- states. Leader during the Battle of Marathon People to Know Xerxes I – the son of Darius. Was the leader of the Persian Wars during the battles of Thermopylae, Salamis & Plataea. Set up his golden throne to watch the Battle of Salamis – which he lost, forcing him to retreat to Persia Philip of Macedonia – Father of Alexander the Great. Conquered the Greek city-states. Alexander the Great – Macedonian King – came to power after his father was murdered. Helped to create the largest empire in the world at that point. Never lost a battle. Died at age 32 from malaria. People to Know Plato – a student of Socrates. -
Feminist Revisionary Histories of Rhetoric: Aspasia's Story
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work Spring 5-1999 Feminist Revisionary Histories of Rhetoric: Aspasia's Story Amy Suzanne Lawless University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Recommended Citation Lawless, Amy Suzanne, "Feminist Revisionary Histories of Rhetoric: Aspasia's Story" (1999). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/322 This is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. UNIVERSITY HONORS PROGRAM SENIOR PROJECT - APPROVAL N a me: _ dm~ - .l..4ul ~ ___________ ---------------------------- College: ___ M..5...~-~_ Department: ___(gI1~~~ -$!7;.h2j~~ ----- Faculty Mentor: ___lIs ...!_)Au~! _ ..A±~:JJ-------------------------- PROJECT TITLE: - __:fum~tU'it __ .&~\'?lP.0.:-L.!T __W-~~ · SS__ ~T__ Eb:b?L(k.!_ A; ' I -------------- ~~Jl~3-- -2b~1------------------------------ --------------------------------------------. _------------- I have reviewed this completed senior honors thesis with this student and certify that it is a project commensurate with honors