Excerpts from Ovid, Metamorphoses
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The Argonautica, Book 1;
'^THE ARGONAUTICA OF GAIUS VALERIUS FLACCUS (SETINUS BALBUS BOOK I TRANSLATED INTO ENGLISH PROSE WITH INTRODUCTION AND NOTES BY H. G. BLOMFIELD, M.A., I.C.S. LATE SCHOLAR OF EXETER COLLEGE, OXFORD OXFORD B. H. BLACKWELL, BROAD STREET 1916 NEW YORK LONGMANS GREEN & CO. FOURTH AVENUE AND 30TH STREET TO MY WIFE h2 ; ; ; — CANDIDO LECTORI Reader, I'll spin you, if you please, A tough yarn of the good ship Argo, And how she carried o'er the seas Her somewhat miscellaneous cargo; And how one Jason did with ease (Spite of the Colchian King's embargo) Contrive to bone the fleecy prize That by the dragon fierce was guarded, Closing its soporific eyes By spells with honey interlarded How, spite of favouring winds and skies, His homeward voyage was retarded And how the Princess, by whose aid Her father's purpose had been thwarted, With the Greek stranger in the glade Of Ares secretly consorted, And how his converse with the maid Is generally thus reported : ' Medea, the premature decease Of my respected parent causes A vacancy in Northern Greece, And no one's claim 's as good as yours is To fill the blank : come, take the lease. Conditioned by the following clauses : You'll have to do a midnight bunk With me aboard the S.S. Argo But there 's no earthly need to funk, Or think the crew cannot so far go : They're not invariably drunk, And you can act as supercargo. — CANDIDO LECTORI • Nor should you very greatly care If sometimes you're a little sea-sick; There's no escape from mal-de-mer, Why, storms have actually made me sick : Take a Pope-Roach, and don't despair ; The best thing simply is to be sick.' H. -
Rejuvenations and Satyricons of Yesterday
REJUVENATIONS AND SATYRICONS OF YESTERDAY By PAN. S. CODELLAS, M.D. SAN FRANCISCO Whence and Whithe r ? and hard labour and exhausting diseases, HEN the grey matter in which the Fates give to men; they lived the human cortex began to like Gods with a soul not touched by sorrow, far away from labour and grief; develop and establish sen- there was no miserable senility; for always sation, perception, emo- the arms and legs were strong and inde- tions, instinctive, purposefulfatigable, or ra - enjoying merry feasts beyond tionalW reactions towards a desired the reach of all evils. They died as if they objective, association, memory, gen- were subdued into sleep.” [Hesiod’s eral intelligence, judgment, then man “Works and Days,” 90 seq.] began to realize environment and attempt to control it. The early man Impos ition of Death in his later intellectual infancy prob- ably was imbued with the curiosity Death was the subject of numerous to answer the question of the origin speculations as to its origin. Among of his earthly appearance and dis- the earliest primitive theories we appearance, of Life and Death. find it commonly thought to be a To primitive intellect human in- trick. At a later period it appears itium and exitus were not two op- to be due to the malevolence of posing ends as they are to maturing demons craving human flesh and for more advanced mind. this inflicting death to men. To some The earliest men thought of life death was the separation of the soul as a natural, normal condition, be- from the body, which was the result cause they realized by it in the male of sorcery. -
Constellation Myths Has Exciting and Sometimes Tragic Guides for Gods and Heroes
TEACHER’S GUIDE TEACHER’S GUIDE TEACHER’S GUIDE Follow-up Activities • www.pantheon.org Encyclopedia Mythica supplies definitions, images, and pronunciation • This collection of constellation myths has exciting and sometimes tragic guides for gods and heroes. events happening at the beginning, middle, and endings of their stories. • www.mythweb.com/encyc/index.html Pretend you are a news reporter called to the scene of one of these Look up your favorite Greek character in this encyclopedia of Greek events. Develop a list of “who,”“what,”“where,”“why” and “how” ques- mythology. tions to ask one of the characters.With a partner, take turns asking and • www.mythman.com recording answers about the tragic or exciting event.Write it up as a A humorous homework help site for students with classical myth “breaking news” story. retellings. • There are many variations and mythological beings in constellation and nature myths. Have students research, compare, and contrast other ver- Suggested Print Resources sions of these tales. Use Bulfinch’s Mythology by Thomas Bulfinch • Andrews,Tamra. Dictionary of Nature Myths: Legends of the Earth, Sea, (Random House, 1998) to discover alternate stories. and Sky. Oxford University Press, Oxford, NY; 2000. • Students can research other stars and planets named after characters in • D’Aulaire, Ingri and Edgar Parin D’Aulaire. Ingri and Edgar Parin Greek mythology. Have them find out why the beautiful Pleiades, the D’Aulaire’s Book of Greek Myths. Doubleday, Garden City, NY; 1962. One CONSTELLATION MYTHS seven daughters of Atlas, are placed as stars in front of the Orion con- of the best-loved classical collections of Greek mythology. -
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. -
Between Arcadia and Crete: Callisto in Callimachus' Hymn to Zeus The
Between Arcadia and Crete: Callisto in Callimachus’ Hymn to Zeus The speaker of Callimachus’ Hymn to Zeus famously asks Zeus himself whether he should celebrate the god as “Dictaean,” i.e. born on Mt. Dicte in Crete, or “Lycaean,” born on Arcadian Mt. Lycaeus (4-7). When the response comes, “Κρῆτες ἀεὶ ψεῦσται” (“Cretans are always liars,” 8), the hymnist agrees, and for support recalls that the Cretans built a tomb for Zeus, who is immortal (8-9). In so dismissing Cretan claims to truth, the hymnist justifies an Arcadian setting for his ensuing birth narrative (10-41). Curiously, however, after recounting Zeus’s birth and bath, the hymnist suddenly locates the remainder of the god’s early life in Crete after all (42-54). The transition is surprising, not only because it runs counter to the previous rejection of Cretan claims, but also because the Arcadians themselves held that Zeus was both born and raised in Arcadia (Paus. 8.38.2). While scholars have focused on how the ambiguity of two place names (κευθμὸν... Κρηταῖον, 34; Θενάς/Θεναί, 42, 43) misleads the audience and/or prepares them for the abrupt move from Arcadia to Crete (Griffiths 1970 32-33; Arnott 1976 13-18; McLennan 1977 66, 74- 75; Tandy 1979 105, 115-118; Hopkinson 1988 126-127), this paper proposes that the final word of the birth narrative, ἄρκτοιο (“bear,” 41), plays an important role in the transition as well. This reference to Callisto a) allusively justifies the departure from Arcadia, by suggesting that the Arcadians are liars not unlike the Cretans; b) prepares for the hymnist’s rejection of the Cretan account of Helice; and c) initiates a series of heavenly ascents that binds the Arcadian and Cretan portions of the hymn and culminates climactically with Zeus’s own accession to the sky. -
Saevae Memorem Iunonis Ob Iram Juno, Veii, and Augustus
Acta Ant. Hung. 55, 2015, 167–178 DOI: 10.1556/068.2015.55.1–4.12 PATRICIA A. JOHNSTON SAEVAE MEMOREM IUNONIS OB IRAM JUNO, VEII, AND AUGUSTUS Arma virumque cano, Troiae qui primus ab oris Italiam, fato profugus, Laviniaque venit litora, multum ille et terris iactatus et alto vi superum saevae memorem Iunonis ob iram. Aen. I 1–4 Summary: A driving force in Vergil’s Aeneid is the hostility of Juno to the Trojans as they approach, and finally arrive in Italy. The epic in some ways mirrors the opposition encountered by Augustus as the new ruler of Rome. Juno’s opposition to the Trojans has its origin not only in Greek mythology, but in the his- tory of the local peoples of Italy with whom early Romans had to contend. From the outset of the poem she becomes the personification of these opposing forces. Once the Trojans finally reach mainland Italy, she sets in motion a long war, although the one depicted in the Aeneid was not as long as the real wars Ro- mans waged with the Latin League and with the many of the tribes of Italy, including the Veii. The reality of the wars Rome had to contend with are here compared to the relatively brief one depicted in the Aeneid, and the pacification of Juno reflects the merging of the different peoples of Rome with their subjugator. Key words: Juno, saeva, MARS acrostic, Etruscan Uni, evocatio, Veii, Fidenae, Aventinus, Gabii, Prae- neste, Tibur, Tanit, Saturnia, Apollo, Cumae and Hera, asylum, Athena, Aeneas, Anchises’ prophecy An important part of Augustan Myth is found in Vergil’s depiction of Juno, who is named in the opening lines of the epic and is a persistent presence throughout the poem. -
Lucan's Natural Questions: Landscape and Geography in the Bellum Civile Laura Zientek a Dissertation Submitted in Partial Fulf
Lucan’s Natural Questions: Landscape and Geography in the Bellum Civile Laura Zientek A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2014 Reading Committee: Catherine Connors, Chair Alain Gowing Stephen Hinds Program Authorized to Offer Degree: Classics © Copyright 2014 Laura Zientek University of Washington Abstract Lucan’s Natural Questions: Landscape and Geography in the Bellum Civile Laura Zientek Chair of the Supervisory Committee: Professor Catherine Connors Department of Classics This dissertation is an analysis of the role of landscape and the natural world in Lucan’s Bellum Civile. I investigate digressions and excurses on mountains, rivers, and certain myths associated aetiologically with the land, and demonstrate how Stoic physics and cosmology – in particular the concepts of cosmic (dis)order, collapse, and conflagration – play a role in the way Lucan writes about the landscape in the context of a civil war poem. Building on previous analyses of the Bellum Civile that provide background on its literary context (Ahl, 1976), on Lucan’s poetic technique (Masters, 1992), and on landscape in Roman literature (Spencer, 2010), I approach Lucan’s depiction of the natural world by focusing on the mutual effect of humanity and landscape on each other. Thus, hardships posed by the land against characters like Caesar and Cato, gloomy and threatening atmospheres, and dangerous or unusual weather phenomena all have places in my study. I also explore how Lucan’s landscapes engage with the tropes of the locus amoenus or horridus (Schiesaro, 2006) and elements of the sublime (Day, 2013). -
Summary Ng from the Homecomi Homer Od from the Not Recognize His Father
Name Date from the ODYSSEY: PART 2 Summary THE HomecomiNG FROM THE ODYSSEY Homer Setting: Islands in the Mediterranean Sea, possibly around 1200 B.C. Book 16: Odysseus returns home dressed as a beggar. He meets Eumaeus, the faithful swineherd. Then he sees his son, Telemachus. Telemachus does not recognize his father. When Odysseus removes the disguise, Telemachus thinks he is a god. Finally, Telemachus recognizes his father. Father and son weep to be together again. Book 17: Odysseus returns to his palace still disguised as a beggar. Outside, he sees his dog, Argus, who has been treated badly while he was gone. Odysseus is angered by the dog’s poor condition. Book 21: Odysseus discovers that many suitors are at the palace. They want to marry Penelope. She has given up hope that Odysseus will return. She plans a contest. She will marry the winner. The men must string Odysseus’ bow. Then they must shoot an arrow through the holes in 12 ax heads. No one can string the bow. Still dressed as a beggar, Odysseus completes both tasks. Book 22: Odysseus takes off his disguise. He kills Antinous, the leader of the suitors. The remaining suitors decide they must fight with Odysseus. Telemachus and two servants join Odysseus in the fight. With the help of these men and Athena, Odysseus kills all the suitors. Book 23: Penelope is not sure the man is really Odysseus. She asks a servant to put his bed FROM outside his bedroom. Odysseus says that the bed cannot be moved. One of its posts is the from the trunk of an olive tree. -
Homer and Hesiod, Which Ovid Appropriates
Durham Research Online Deposited in DRO: 14 August 2018 Version of attached le: Published Version Peer-review status of attached le: Peer-reviewed Citation for published item: Ziogas, I. (2018) 'Ovid's Hesiodic voices.', in Oxford handbook to Hesiod. Oxford: Oxford University Press, pp. 377-393. Further information on publisher's website: https://doi.org/10.1093/oxfordhb/9780190209032.013.48 Publisher's copyright statement: Ziogas, Ioannis. Ovid's Hesiodic voices. In The Oxford Handbook of Hesiod. Oxford University Press, August 08, 2018. Oxford Handbooks Online, reproduced by permission of Oxford University Press https://doi.org/10.1093/oxfordhb/9780190209032.013.48 Additional information: Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full DRO policy for further details. Durham University Library, Stockton Road, Durham DH1 3LY, United Kingdom Tel : +44 (0)191 334 3042 | Fax : +44 (0)191 334 2971 https://dro.dur.ac.uk Ovid’s Hesiodic Voices Oxford Handbooks Online Ovid’s Hesiodic Voices Ioannis Ziogas The Oxford Handbook of Hesiod Edited by Alexander C. Loney and Stephen Scully Print Publication Date: Sep 2018 Subject: Classical Studies, Classical Poetry Online Publication Date: Aug 2018 DOI: 10.1093/oxfordhb/9780190209032.013.48 Abstract and Keywords Ovid’s poetry opens a dialogue with the three major Hesiodic works: the Theogony, the Works and Days, and the Catalogue of Women. -
A Collection of Curricula for the STARLAB Greek Mythology Cylinder
A Collection of Curricula for the STARLAB Greek Mythology Cylinder Including: A Look at the Greek Mythology Cylinder Three Activities: Constellation Creations, Create a Myth, I'm Getting Dizzy by Gary D. Kratzer ©2008 by Science First/STARLAB, 95 Botsford Place, Buffalo, NY 14216. www.starlab.com. All rights reserved. Curriculum Guide Contents A Look at the Greek Mythology Cylinder ...................3 Leo, the Lion .....................................................9 Introduction ......................................................3 Lepus, the Hare .................................................9 Andromeda ......................................................3 Libra, the Scales ................................................9 Aquarius ..........................................................3 Lyra, the Lyre ...................................................10 Aquila, the Eagle ..............................................3 Ophuichus, Serpent Holder ..............................10 Aries, the Ram ..................................................3 Orion, the Hunter ............................................10 Auriga .............................................................4 Pegasus, the Winged Horse..............................11 Bootes ..............................................................4 Perseus, the Champion .....................................11 Cancer, the Crab ..............................................4 Phoenix ..........................................................11 Canis Major, the Big Dog -
A HISTORY of the PELASGIAN THEORY. FEW Peoples Of
A HISTORY OF THE PELASGIAN THEORY. FEW peoples of the ancient world have given rise to so much controversy as the Pelasgians; and of few, after some centuries of discussion, is so little clearly established. Like the Phoenicians, the Celts, and of recent years the Teutons, they have been a peg upon which to hang all sorts of speculation ; and whenever an inconvenient circumstance has deranged the symmetry of a theory, it has been safe to ' call it Pelasgian and pass on.' One main reason for this ill-repute, into which the Pelasgian name has fallen, has been the very uncritical fashion in which the ancient statements about the Pelasgians have commonly been mishandled. It has been the custom to treat passages from Homer, from Herodotus, from Ephorus, and from Pausanias, as if they were so many interchangeable bricks to build up the speculative edifice; as if it needed no proof that genealogies found sum- marized in Pausanias or Apollodorus ' were taken by them from poems of the same class with the Theogony, or from ancient treatises, or from prevalent opinions ;' as if, further, ' if we find them mentioning the Pelasgian nation, they do at all events belong to an age when that name and people had nothing of the mystery which they bore to the eyes of the later Greeks, for instance of Strabo;' and as though (in the same passage) a statement of Stephanus of Byzantium about Pelasgians in Italy ' were evidence to the same effect, perfectly unexceptionable and as strictly historical as the case will admit of 1 No one doubts, of course, either that popular tradition may transmit, or that late writers may transcribe, statements which come from very early, and even from contemporary sources. -
The Shield As Pedagogical Tool in Aeschylus' Seven Against Thebes
АНТИЧНОЕ ВОСПИТАНИЕ ВОИНА ЧЕРЕЗ ПРИЗМУ АРХЕОЛОГИИ, ФИЛОЛОГИИ И ИСТОРИИ ПЕДАГОГИКИ THE SHIELD AS PEDAGOGICAL TOOL IN AESCHYLUS’ SEVEN AGAINST THEBES* Victoria K. PICHUGINA The article analyzes the descriptions of warriors in Aeschylus’s tragedy Seven against Thebes that are given in the “shield scene” and determines the pedagogical dimension of this tragedy. Aeschylus pays special attention to the decoration of the shields of the com- manders who attacked Thebes, relying on two different ways of dec- orating the shields that Homer describes in The Iliad. According to George Henry Chase’s terminology, in Homer, Achilles’ shield can be called “a decorative” shield, and Agamemnon’s shield is referred to as “a terrible” shield. Aeschylus turns the description of the shield decoration of the commanders attacking Thebes into a core element of the plot in Seven against Thebes, maximizing the connection be- tween the image on the shield and the shield-bearer. He created an elaborate system of “terrible” and “decorative” shields (Aesch. Sept. 375-676), as well as of the shields that cannot be categorized as “ter- rible” and “decorative” (Aesch. Sept. 19; 43; 91; 100; 160). The analysis of this system made it possible to put forward and prove three hypothetical assumptions: 1) In Aeschylus, Eteocles demands from the Thebans to win or die, focusing on the fact that the city cre- ated a special educational space for them and raised them as shield- bearers. His patriotic speeches and, later, his judgments expressed in the “shield scene” demonstrate a desire to justify and then test the educational concept “ἢ τὰν ἢ ἐπὶ τᾶς” (“either with it, or upon it”) (Plut.