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De Theognide Megarensi. Nietzsche on Theognis of Megara. a Bilingual Edition
FRIEDRICH NIETZSCHE De Theognide Megarensi Nietzsche on Theognis of Megara – A Bilingual Edition – Translated by R. M. Kerr THE NIETZSCHE CHANNEL Friedrich Nietzsche De Theognide Megarensi Nietzsche on Theognis of Megara A bilingual edition Translated by R. M. Kerr ☙ editio electronica ❧ _________________________________________ THE N E T ! " # H E # H A N N E $ % MM&' Copyright © Proprietas interpretatoris Roberti Martini Kerrii anno 2015 Omnia proprietatis iura reservantur et vindicantur. Imitatio prohibita sine auctoris permissione. Non licet pecuniam expetere pro aliquo, quod partem horum verborum continet; liber pro omnibus semper gratuitus erat et manet. Sic rerum summa novatur semper, et inter se mortales mutua vivunt. augescunt aliae gentes, aliae invuntur, inque brevi spatio mutantur saecla animantum et quasi cursores vitai lampada tradiunt. - Lucretius - - de Rerum Natura, II 5-! - PR"#$CE %e &or' presente( here is a trans)ation o* #rie(rich Nietzsche-s aledi!tionsarbeit ./schoo) e0it-thesis12 *or the "andesschule #$orta in 3chu)p*orta .3axony-$nhalt) presente( on 3epte4ber th 15678 It has hitherto )arge)y gone unnotice(, especial)y in anglophone Nietzsche stu(- ies8 $t the ti4e though, the &or' he)pe( to estab)ish the reputation o* the then twenty year o)( Nietzsche and consi(erab)y *aci)itate( his )ater acade4ic career8 9y a)) accounts, it &as a consi(erab)e achie:e4ent, especial)y consi(ering &hen it &as &ri;en: it entai)e( an e0pert 'no&)e(ge, not =ust o* c)assical-phi)o)ogical )iterature, but also o* co(ico)ogy8 %e recent =u(ge4ent by >"+3"+ .2017<!!2< “It is a piece that, ha( Nietzsche ne:er &ri;en another &or(, &ou)( ha:e assure( his p)ace, albeit @uite a s4a)) one, in the history o* Ger4an phi)o)ogyB su4s the 4atter up quite e)o@uently8 +ietzsche )ater continue( his %eognis stu(ies, the sub=ect o* his Crst scho)ar)y artic)e, as a stu(ent at Leip,ig, in 156 D to so4e e0tent a su44ary o* the present &or' D a critical re:ie& in 156!, as &e)) as @uotes in se:eral )e;ers *ro4 1567 on. -
Politics and Policy in Corinth 421-336 B.C. Dissertation
POLITICS AND POLICY IN CORINTH 421-336 B.C. DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by DONALD KAGAN, B.A., A.M. The Ohio State University 1958 Approved by: Adviser Department of History TABLE OF CONTENTS Page FOREWORD ................................................. 1 CHAPTER I THE LEGACY OF ARCHAIC C O R I N T H ....................7 II CORINTHIAN DIPLOMACY AFTER THE PEACE OF NICIAS . 31 III THE DECLINE OF CORINTHIAN P O W E R .................58 IV REVOLUTION AND UNION WITH ARGOS , ................ 78 V ARISTOCRACY, TYRANNY AND THE END OF CORINTHIAN INDEPENDENCE ............... 100 APPENDIXES .............................................. 135 INDEX OF PERSONAL N A M E S ................................. 143 BIBLIOGRAPHY ........................................... 145 AUTOBIOGRAPHY ........................................... 149 11 FOREWORD When one considers the important role played by Corinth in Greek affairs from the earliest times to the end of Greek freedom it is remarkable to note the paucity of monographic literature on this key city. This is particular ly true for the classical period wnere the sources are few and scattered. For the archaic period the situation has been somewhat better. One of the first attempts toward the study of Corinthian 1 history was made in 1876 by Ernst Curtius. This brief art icle had no pretensions to a thorough investigation of the subject, merely suggesting lines of inquiry and stressing the importance of numisihatic evidence. A contribution of 2 similar score was undertaken by Erich Wilisch in a brief discussion suggesting some of the problems and possible solutions. This was followed by a second brief discussion 3 by the same author. -
Remembering Music in Early Greece
REMEMBERING MUSIC IN EARLY GREECE JOHN C. FRANKLIN This paper contemplates various ways that the ancient Greeks preserved information about their musical past. Emphasis is given to the earlier periods and the transition from oral/aural tradition, when self-reflective professional poetry was the primary means of remembering music, to literacy, when festival inscriptions and written poetry could first capture information in at least roughly datable contexts. But the continuing interplay of the oral/aural and written modes during the Archaic and Classical periods also had an impact on the historical record, which from ca. 400 onwards is represented by historiographical fragments. The sources, methods, and motives of these early treatises are also examined, with special attention to Hellanicus of Lesbos and Glaucus of Rhegion. The essay concludes with a few brief comments on Peripatetic historiography and a selective catalogue of music-historiographical titles from the fifth and fourth centuries. INTRODUCTION Greek authors often refer to earlier music.1 Sometimes these details are of first importance for the modern historiography of ancient 1 Editions and translations of classical authors may be found by consulting the article for each in The Oxford Classical Dictionary3. Journal 1 2 JOHN C. FRANKLIN Greek music. Uniquely valuable, for instance, is Herodotus’ allusion to an Argive musical efflorescence in the late sixth century,2 nowhere else explicitly attested (3.131–2). In other cases we learn less about real musical history than an author’s own biases and predilections. Thus Plato describes Egypt as a never-never- land where no innovation was ever permitted in music; it is hard to know whether Plato fabricated this statement out of nothing to support his conservative and ideal society, or is drawing, towards the same end, upon a more widely held impression—obviously superficial—of a foreign, distant culture (Laws 656e–657f). -
Isocrates and the Rhetorical Creation of Europe: the Medium As
Isocrates & Europe - 1 Isocrates and the Rhetorical Creation of Europe: The Medium as Message I. Introduction: Overview The idea that Isocrates helped create the concept of transnationalism that fostered Europe both as an idea and as an eventual political union is common fare in rhetorical studies. De Romilly (1992) writes that “Isocrates was perhaps the first in antiquity to focus his political theories on the idea of Europe” (p. 2). Isocrates anticipated “the idea of Europe” (Hariman, 2004, p. 231) and used the words Europen and Europes 13 times in his essays. But, to date, critical exploration of Isocrates’ role in developing the idea of Europe has primarily dealt with the content of his works – with his eloquent and relentless focus on panhellenism and the related conflict between Europe and Asia. This paper, however, will focus on medium rather than message. It will focus on Isocrates’ pioneering use of a new medium – written documents/syggrammata – and the role that the new rhetorical medium played in forming Europe. The most famous passage in the Isocratean canon, the so-called Hymn to Logos (Jaeger, 1944/1971), which first appeared in Nicocles (5-9) and was repeated in Antidosis (253-257), holds that speech/logos is a civic and political unifier, by means of which “we have come together and founded cities and made laws and invented arts” (Nicocles 6). Yet before Isocrates, who was “the first individual who could be termed a ‘writer’ in the modern sense of the term” (Lentz, 1989), logos and its community-building powers Isocrates & Europe - 2 traveled primarily orally: Cities, alliances, arts, and laws were built through face-to-face communication. -
Frances Anne Skoczylas Pownall
FRANCES POWNALL (March 2017) Department of History and Classics e-mail: [email protected] 2-28 H.M. Tory Building telephone: (780) 492-2630 University of Alberta (780) 492-9125 (fax) Edmonton, AB T6G 2H4 EDUCATION 1987–93 PhD in Classics, University of Toronto Major Field: The Greek Historiographical Tradition Before Alexander the Great Minor Field: Roman History Thesis: UnThucydidean Approaches: The Moral Use of the Past in Fourth-Century Prose Supervisor: Professor M. B. Wallace 1990 Vergilian Society, Summer Study Program Villa Vergiliana, Cuma, Italy 1989 American School of Classical Studies at Athens, Summer Archaeological Program 1985–87 MA in Classics, University of British Columbia Thesis: The Concept of Sacred War in Ancient Greece Supervisor: Professor Phillip Harding 1985 French Summer School, McGill University 1981–85 BA (Honours) in Classics, McGill University Thesis: The Cult of Artemis Tauropolos at Halae Araphenides and its Relationship with Artemis Brauronia Supervisor: Professor Albert Schachter SCHOLARLY AND RESEARCH INTERESTS • Greek historiography (Archaic through Hellenistic) • Greek history (especially Classical and Hellenistic) • Philip and Alexander of Macedon • Greek prose (history and oratory) ACADEMIC APPOINTMENTS 2008– University of Alberta (Professor) 1999–2008 University of Alberta (Associate Professor) 1993–99 University of Alberta (Assistant Professor) 1992–93 Memorial University of Newfoundland (Lecturer) 1991–92 Mount Allison University (Crake Doctoral Fellow/Instructor) NB: I took maternity -
4 Men and Books in Fourth-Century BC Athens
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Archivio istituzionale della ricerca - Università di Bari 4 Men and books in fourth-century BC Athens pasquale massimo pinto The cultural background Between the last quarter of the fifth and the beginning of the fourth cen- tury BC a major change appears to have taken place in Athenian culture. Despite differences of opinion over specific problems, today scholars tend to agree that the textual and archaeological evidence together allows us to reconstruct an age in which literacy became more widespread and a “book culture” gradually gained ground.1 We may observe the spread of a new culturalmedium,thebook,inthelifeofthepolis and also infer that this change took place not only in everyday life but also in people’s minds. The papyrus roll, introduced into Greece from Egypt during the preceding centuries, proved to be an effective medium for preserving writing and an easy and versatile means of written communication. It was employed to preserve regulations governing the lives of citizens of the polis;tocirculate political programmes and cultural polemics; to advertise a victory won in the law courts through publication of the successful speech; and as an aid to study and entertainment both for individuals and for groups of listen- ers and readers.2 In addition, there is another aspect which must be taken into consideration when dealing with Greek written culture of this period, namely the development of the genres of prose. By the fourth century, prose had partly replaced poetry and drama as a means of communicating social and political values and ideas.3 It is against the background of these developments that this chapter deals with the emerging practice of preserving and collecting books, and 1 The 1952 paper of Eric Turner, Athenian Books in the Fifth and Fourth Centuries B.C.,canstill serve as a valid point of departure for those who want to carry on research on this subject. -
Download/View PDF (GK)
GREEK In the Department of Classics The Classics Department offers courses listed in this catalogue under “Classics,” “Greek,” and “Latin.” Course Offerings [GK111] Introductory Greek An introduction to the ancient Greek language as spoken and written at Athens during the 5th and 4th centuries BCE. The first of a two-semester sequence in which students learn to read authors such as Homer, Sophocles, and Plato. Careful attention to grammar, syntax, and vocabulary forms the foundation of the course. Four credit hours. GK111Jj Introductory Greek An introduction to the ancient Greek language as spoken and written at Athens during the 5th and 4th centuries BCE. The first of a two-semester sequence in which students learn to read authors such as Homer, Sophocles, and Plato. Careful attention to grammar, syntax, and vocabulary forms the foundation of the course. Three credit hours. MILLER GK112s Intermediate Greek The second of a two-semester sequence in which students learn to read the ancient Greek of classical Athens. Careful attention to grammar, syntax, and vocabulary forms the foundation of the course. Prerequisite: Greek 111. Four credit hours. MILLER GK131f Introduction to Greek Literature Introduction to reading original ancient Greek texts, coupled with a review of grammar and syntax. Texts vary from year to year and may include poetry and/or prose. Prerequisite: Greek 112. Four credit hours. L. BARRETT [GK235] Plato: Apology of Socrates In 399 BCE, Socrates was charged with impiety and put on trial. Plato's Apology presents Socrates' defense speech in which he explains himself and his unusual way of life as a lover of wisdom. -
Nanas, a Luwian Personal Name in the West
TALANTA XXX-XXXI (1998-1999) NANAS, A LUWIAN PERSONAL NAME IN THE WEST (Supplementum Epigraphicum Mediterraneum 25) Fred C. Woudhuizen In Dionysios of Halicamassos' work The Roman Antiquities (I, 28,3, Loeb ed.) we find a quotation from Heilanikos (== frg. 4) bearing refer ence to a Pelasgian king called Nanas. The passage runs as follows: "Hellanicus of Lesbos says that the Tyrrhenians, who were pre viously called Pelasgians, received their present name after they had settled in Italy. These are his words in the Phoronis: 'Phrastor was the son of Pelasgus, their king, and Menippe, the daughter of Peneus; his son was Amyntor, Amyntor's son was Teutamides, and the latter's son was Nanas. In his reign the Pelasgians were driven out of their country by the Greeks, and after leaving their ships on the river Spines in the Ionian Gulf, they took Croton, an inland city; and proceeding from there, they colonized the coun try now called Tyrrhenia. '" As duly emphasized by Emst Wust (1935) in his lemma Nanas in the Pauly-Wissowa Realencyclopiidie, the name of this mythological founding father of Etruscan Croton (=a conuption of Cortona) "weist zunachst auf Kleinasien hin; dort war er weit verbreitet." One can eas ily check this statement by consulting Ladislav Zgusta's Klein asiatische Personennamen.1 On the other hand, it must be admitted that the personal name Nanas is not prolifically attested in the epichoric Etruscan record, being recorded only once for a recently surfaced inscription from Pontecagnano which reads mi nanes "I (am) of/for Nane".2 The least that can be said is that our Nanas' overseas connec- ' Zgusta 1964a; cf. -
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THE ORIGIN OF ALEXANDER THE GREAT AND THE MACEDONIANS DOCUMENTATION ACCORDING TO ANCIENT GREEK LITERARY TEXTS Herodotus, Thucydides, Plutarchus, Arrian, Demosthenes, Polybius, Isocrates, Strabo, Hesiod INTRODUCTION This survey is written to prove historical facts that are actually indisputable and beyond the shadow of any doubt. However, since today there is on-going discourse on the self- evident, it might be useful that we should remain and explore these issues for a while. One of my recent studies on the origin of Alexander and the Macedonians, based on the works of great authors of ancient Greece has led to the documentation of the –more or less known- arguments on the issue. And since the semiotic value of the word is a far more serious issue that one could assume, and even more significantly when it concerns an historic and highly controversial word as Macedonia, it is essential to take a close look on what is recorded by the historians of antiquity1. Ι. THUCYDIDES (464 – 395 BC) Starting from the beginnings of the references on the term Hellenes/Greeks we see that Thucydides, one of the greatest historians and political philosophers of all times reports that before the Trojan War, there is no mention of the term Hellenes and that the first time we meet the term is in Homer as a definition of those from Fthiotis under Achilles who participated in the expedition against Troy – “the first Hellenes”2. In Homer, Thucydides continues, the Hellenes are referred to in the same sense as the Achaeans, Argaei (from Argos), Danaäns. It should be pointed out that the term “barbarians” is not met in the Homeric epics since the term “Hellenes” had not yet been singled out (and later established) “as the exact opposite definition” to distinguish Hellenes from ‘barbarians’3, as the great historian concludes. -
ROBSON, Arthur George, 1939- ASPECTS of the HERODOTEAN CONTEXT
This dissertation has been microfilmed exactly as received 67-6363 ROBSON, Arthur George, 1939- ASPECTS OF THE HERODOTEAN CONTEXT. The Ohio State University, Ph.D., 1966 Language and Literature, classical University Microfilms, Inc., Ann Arbor, Michigan ASPECTS OF THE HERODOTEAN CONTEXT DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Arthur George Robson, B.A., M.A. ******* The Ohio State University 1966 Approved by Department of Classics PREFACE This paper grew from one of much briefer compass on Herodotus* philosophy of history; prepared for a graduate seminar at the suggestion of the author but under the stimulation and inspiration of his dissertation adviser, Robert J. Lenardon. 1 can indirectly indicate the quality of guidance afforded me by saying that a lover of Thucydides inculcated a love of Herodotus. Whether such fair-mindedness and high-minded objectivity derives more from the example of Herodotus or of Thucydides is a moot point which the two of us resolve in quietly opposed ways. This continually growing interest then in why Herodotus wrote what he wrote in the way he did produced the present study. I do not of course presume to furnish the definitive answer to these questions. 1 have rather chosen simply to reflect upon important aspects of these topics in an organized fashion. The emphasis of my own studies has been literary and philosophical; and accordingly the present work represents this emphasis. From these two vantage ii points X have dealt more with Herodotus the historian than I have the history of Herodotus. -
Sparta, Athens, and the Surprising Roots of Common Schooling Avi I
Avi I. Mintz 105 Sparta, Athens, and the Surprising Roots of Common Schooling Avi I. Mintz University of Tulsa INTRODUCTION When Plato and Aristotle advocated common schooling in antiquity, they referred regularly to Sparta. They may have been critical of some aspects of Spartan education, but each conceded that Sparta was the preeminent model of common education designed, administered, and preserved by a political community. When Plato has an Athenian Visitor discuss the outlines of a well-governed polis in Laws – and education is taken to be central to cultivating virtue among citizens and, hence creating a virtuous political regime – he sets the conversation among an Athenian, a Spartan and Cretan.1 In Politics, when Aristotle warns against individualistic, private education and calls for common education, he singles out Sparta for credit: “One might well praise the Spartans for this: they most of all pay serious attention to their children, and do so in common.”2 In the Nicomachean Ethics, the same claim appears: “in the city of the Spartans alone, or among few others, does the lawgiver seem to have taken care for upbringing and exercises, while in most cities they have been utterly careless about such things, and each person lives the way he wants.”3 Indeed, there is a long tradition of admiration for Sparta’s prioritization of education. For example, Plutarch says that Lycurgus, the quasi-mythical founder of Sparta, declared that education is “the greatest and noblest task of the law-giver.”4 While Spartans were celebrated for creating the most impressive sys- tem of common education in Greece, they were simultaneously regarded as the least cultured, the least sophisticated, and the least educated of all Greeks. -
Greeks, Barbarians and Alexander the Great: the Formula for an Empire
Athens Journal of History - Volume 5, Issue 3 – Pages 209-224 Greeks, Barbarians and Alexander the Great: The Formula for an Empire By Irina Frasin Under the leadership of Alexander the Great the Greeks reached far into Asia. This extraordinary enterprise was made possible not only by his well- equipped and trained army but also by his revolutionary way of thinking. What facilitated the creation of such a vast empire, apart from his military genius, was his attitude towards the Others, his incredible openness and curiosity towards the difference and the different. This made his relatively short reign have colossal influence in both eastern and western worlds. My paper analyses this moment of meeting between cultures, focusing on the construction of the image of the Other, the different, the barbarian, the enemy and the impact of this ideology upon shaping the empire that Alexander the Great built. Introduction Under the leadership of Alexander the Great, the Macedonians and their Greek allies from the League of Corinth, conquered the East. This extraordinary adventure, that took them far into the heart of Asia and close to the allegedly believed end of the Earth, was made possible by both the strategic and military genius of Alexander (together with the well-equipped and trained army he inherited from his father, King Phillip II) and the Greek thought and philosophy. The Greeks were firm believers in their superiority over barbarians1. They imagined that their freedom, their reason and their sense of measure could and should transform them into the leaders of the barbarians, who, in the eyes of Aristotle, were "slaves by nature"2.