Virgil – Aeneid Book 6
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Classical Reception in Contemporary Women's
CLASSICAL RECEPTION IN CONTEMPORARY WOMEN’S WRITING: EMERGING STRATEGIES FROM RESISTANCE TO INDETERMINACY by POLLY STOKER A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of Classics, Ancient History, and Archaeology School of History and Cultures College of Arts and Law University of Birmingham April 2019 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT The reader who rewrites remains a vital interlocutor between the classical past and the modern classicist. However, the neglect of the female reader in classical reception studies is an omission that becomes ever more conspicuous, and surely less sustainable, as women writers continue to dominate the contemporary creative field. This thesis makes the first steps towards fashioning a new aesthetic model for the female reader based on irony, ambivalence, and indeterminacy. I consider works by Virginia Woolf, Alice Oswald, Elizabeth Cook, and Yael Farber, all of whom largely abandon ‘resistance’ as a strategy of rereading and demand a new theoretical framework that can engage with and recognize the multivalence of women’s reading and rewriting. -
Virgil's Aeneid in the Manner of Homer, the Story Proper Begins in Medias Res, with a Trojan Fleet in the Eastern Mediterranea
Virgil’s Aeneid In the manner of Homer, the story proper begins in medias res, with a Trojan fleet in the eastern Mediterranean, heading in the direction of Italy after Troy has been destroyed. The fleet, led by Aeneas, is on a voyage to find a second home. It has been foretold that in Italy, he will give rise to a race both noble and courageous, a race which will become known to all nations. Juno is still wrathful, because she had not been chosen in the judgment of Paris against Aeneas's mother Venus, and because her favorite city, Carthage, will be destroyed by Aeneas' descendants. Juno proceeds to Aeolus, King of the Winds, and asks that he release the winds to stir up a storm in exchange for a bribe (Deiopea, the loveliest of all the sea nymphs, as a wife). He agrees, and the storm devastates the fleet. Neptune takes notice: although he himself is no friend of the Trojans, he is infuriated by Juno's intrusion into his domain, and stills the winds and calms the waters. The fleet takes shelter on the coast of Africa. There, Aeneas's mother, Venus, in the form of a hunting woman very similar to the goddess Diana, encourages him and tells him the history of the city. Eventually, Aeneas ventures in, and in the temple of Juno, seeks and gains the favor of Dido, Queen of Carthage, a city which has only recently been founded by refugees from Tyre and which will later become one of Rome's greatest enemies. -
A Dictionary of Mythology —
Ex-libris Ernest Rudge 22500629148 CASSELL’S POCKET REFERENCE LIBRARY A Dictionary of Mythology — Cassell’s Pocket Reference Library The first Six Volumes are : English Dictionary Poetical Quotations Proverbs and Maxims Dictionary of Mythology Gazetteer of the British Isles The Pocket Doctor Others are in active preparation In two Bindings—Cloth and Leather A DICTIONARY MYTHOLOGYOF BEING A CONCISE GUIDE TO THE MYTHS OF GREECE AND ROME, BABYLONIA, EGYPT, AMERICA, SCANDINAVIA, & GREAT BRITAIN BY LEWIS SPENCE, M.A. Author of “ The Mythologies of Ancient Mexico and Peru,” etc. i CASSELL AND COMPANY, LTD. London, New York, Toronto and Melbourne 1910 ca') zz-^y . a k. WELLCOME INS77Tint \ LIBRARY Coll. W^iMOmeo Coll. No. _Zv_^ _ii ALL RIGHTS RESERVED INTRODUCTION Our grandfathers regarded the study of mythology as a necessary adjunct to a polite education, without a knowledge of which neither the classical nor the more modem poets could be read with understanding. But it is now recognised that upon mythology and folklore rests the basis of the new science of Comparative Religion. The evolution of religion from mythology has now been made plain. It is a law of evolution that, though the parent types which precede certain forms are doomed to perish, they yet bequeath to their descendants certain of their characteristics ; and although mythology has perished (in the civilised world, at least), it has left an indelible stamp not only upon modem religions, but also upon local and national custom. The work of Fruger, Lang, Immerwahr, and others has revolutionised mythology, and has evolved from the unexplained mass of tales of forty years ago a definite and systematic science. -
Classical Myth-Rom Bklt.Qxd
CLASSICAL MYTHOLOGY : THE ROMANS COURSE GUIDE Professor Peter W. Meineck NEW YORK UNIVERSITY Classical Mythology: The Romans Professor Peter Meineck New York University Recorded Books ™ is a trademark of Recorded Books, LLC. All rights reserved. Classical Mythology: The Romans Professor Peter Meineck Executive Producer John J. Alexander Executive Editor Donna F. Carnahan RECORDING Producer - David Markowitz Director - Matthew Cavnar COURSE GUIDE Editor - James Gallagher Design - Edward White Lecture content ©2005 by Peter Meineck Course guide ©2005 by Recorded Books, LLC 72005 by Recorded Books, LLC Cover image: Statue of Jupiter, Rome © Clipart.com #UT066 ISBN: 978-1-4193-4990-4 All beliefs and opinions expressed in this audio/video program and accompanying course guide are those of the author and not of Recorded Books, LLC, or its employees. Course Syllabus Classical Mythology: The Romans About Your Professor ................................................................................................... 4 Introduction ................................................................................................................... 5 Lecture 1 Mythological Rome ................................................................................ 6 Lecture 2 The Making of Myth: How the Romans Recorded Their Mythology ................................................................................... 11 Lecture 3 Greek Myths and the Romans: Cacus, Hercules, and the Greeks in Italy ............................................................................... -
Early Mythology Ancestry
GRANHOLM GENEALOGY EARLY MYTHOLOGY ANCESTRY 1 INTRODUCTION This book covers the earliest history of man and the mythology in some countries. The beginning from Adam and Eve and their descendants is from the Old Testament, but also by several authors and genealogy programs. The age of the persons in the lineages in Genesis is expressed in their “years”, which has little to do with the reality of our 365-day years. I have chosen one such program as a starting point for this book. Several others have been used, and as can be expected, there are a lot of conflicting information, from which I have had to choose as best I can. It is fairly well laid out so the specific information is suitable for print. In addition, the lineage information shown covers the biblical information, fairly close to the Genesis, and it also leads to both to mythical and historical persons in several countries. Where myth turns into history is up to the reader’s imagination. This book lists individuals from Adam and Eve to King Alfred the Great of England. Between these are some mythical figures on which the Greek (similar to Roman) mythology is based beginning with Zeus and the Nordic (Anglo-Saxon) mythology beginning with Odin (Woden). These persons, in their national mythologies, have different ancestors than the biblical ones. More about the Nordic mythology is covered in the “Swedish Royal Ancestry, Book 1”. Of additional interest is the similarity of the initial creation between the Greek and the Finnish mythology in its national Kalevala epos, from which a couple of samples are included here. -
Romulus and Remus
Romulus and Remus Long ago, before Christianity, in the fine city of Alba Longa, Italy, lived King Numitor. All was not well in Alba Longa because the younger brother of King Numitor, Amulius, wanted the throne for himself and he eventually took it. I am King AmuliusNumitor andand I tookknow the that throne my brotherfrom my is brother. going to N takeo one my will throne take myfrom me becausethrone from he wants me! to rule my kingdom. Romulus and Remus Amulius was adamant that no one should threaten his new position so, just to make sure, he had Numitor’s sons killed. He made Numitor’s only daughter, Rhea Silvia, become a Priestess of Vesta which meant she was not allowed to marry or have children. Now, Amulius would no longer have to worry that she might have a son who would one day threaten his throne. I am Numitor’s only daughter and Amulius is worried that if I have children, they would take the throne from him, so he does not want me to have children. Romulus and Remus However, the plan backfired, as Rhea Silvia fell in love with Mars, the Roman God of War, and they had twin sons. Usually, the punishment for going against the rules of the Priestesses of Vesta was death but Mars was a hugely powerful man and Amulius feared him. So instead, he imprisoned Rhea Silvia and ordered a servant to take the twins and put them in the River Tiber. These are our sons but Amulius does not want them around as he is threatened by them. -
Reading Comprehension-Founding of Rome-Legend of Romulus and Remus Instructions- Read the Passage and Complete the Activities
Name______________________________________________Date__________________________Period___ Reading Comprehension-Founding of Rome-Legend of Romulus and Remus Instructions- Read the passage and complete the activities. Highlight/underline where you find each answer 1 Every ancient culture had a story about its origin. Rome was no exception. The thing about those stories is that most of them, if not all, were just legends. As legends, their reality is in question. The lack of supporting evidence makes us unsure if the events actually took place or not. Though the truth may be lost forever, we should not discount those stories. They give us a theory of how everything began. 2 Here is the legend about Rome. 3 A long time ago, there was a small country called Alba Longa. Numitor was the king of this small country. One day, Amulius, Numitor's evil brother, decided to become king himself. He staged a coup and sent Numitor to exile. After claiming the throne successfully, Amulius turned his focus on Rhea Silvia, Numitor's daughter. 4 Amulius was not afraid of Rhea Silvia. But he was afraid of the children she could have when she married. He thought the children would be a big threat. They could seek revenge and overthrow him. How horrible that would be! 5 As Amulius pondered a solution, a great idea came to mind. He could make his niece a priestess to the goddess of Vestal. As a priestess, she could never get married and have children. Without the children, he would have nothing to worry about. Pleased with the idea, he saw to it right away. -
The Political Subtext of Anchises' Speech in Aeneid VI
Utah State University DigitalCommons@USU Undergraduate Honors Capstone Projects Honors Program 5-2007 Augustus Deified or Denigrated: The Political Subtext of Anchises' Speech in Aeneid VI Scott D. Davis Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/honors Part of the Ancient History, Greek and Roman through Late Antiquity Commons Recommended Citation Davis, Scott D., "Augustus Deified or Denigrated: The Political Subtext of Anchises' Speech in Aeneid VI" (2007). Undergraduate Honors Capstone Projects. 666. https://digitalcommons.usu.edu/honors/666 This Thesis is brought to you for free and open access by the Honors Program at DigitalCommons@USU. It has been accepted for inclusion in Undergraduate Honors Capstone Projects by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. AUGUSTUS DEIFIED OR DENIGRATED: THE POLITICAL SUBTEXT OF ANCHISES' SPEECH IN AENEID VI by Scott D. Davis Thesis submitted in partial fulfillment of the requirements for the degree of HONORS IN UNIVERSITY STUDIES WITH DEPARTMENT HONORS 1Il History Approved: Thesis/Project Advisor Department Honors Advisor Dr. Frances B. Titchener Dr. Susan Shapiro Direcwr, of Hqnors Program vt,u,1~~ D1:JJavidL~~ ' UT AH STATE UNIVERSITY Logan, UT 2007 3 CONTENTS HISTORY CAPSTONE AND SENIOR HONORS THESIS Augustus Deified or Denigrated? The Political Subtext of Anchises' Speech in Aeneid VI. ...... ...... ..... ..... ... ....... ...... ..... ....... ..... .. ...... .4 APPENDIX A Numerical and Graphical Representations of Line Allotments ....... ...... ........ .. ...................... ......... .......... ...... .... .... ......... ....... 36 APPENDIXB Annotated Text of"Parade of Heroes," AeneidVI.756-892 ...... ..................................................................................... 40 APPENDIXC Oral Presentation given at the Conference of the Classical Association of the Middle West and South in Madison Wisconsin , April 2005 ........................................................... -
The Aeneid Virgil
The Aeneid Virgil TRANSLATED BY A. S. KLINE 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. The Aeneid by Virgil translated by A. S. Kline 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 © 2015 by Roman Roads Media, LLC Roman Roads Media 739 S Hayes St, Moscow, Idaho 83843 A ROMAN ROADS ETEXT The Aeneid Virgil TRANSLATED BY H. R. FAIRCLOUGH BOOK I Bk I:1-11 Invocation to the Muse I sing of arms and the man, he who, exiled by fate, first came from the coast of Troy to Italy, and to Lavinian shores – hurled about endlessly by land and sea, by the will of the gods, by cruel Juno’s remorseless anger, long suffering also in war, until he founded a city and brought his gods to Latium: from that the Latin people came, the lords of Alba Longa, the walls of noble Rome. -
Famous Men of Rome Student Sample
Table of Contents How to Use This Guide .........................................................................................................4 Lesson 1 (pp. 5-10) Romulus (753-672 B.C.) ................................................6 Lesson 2 (pp. 11-14) Numa Pompilius (715-672 B.C.) .....................................8 Lesson 3 (pp. 15-17) The Horatii and the Curiatii (650 B.C.) .......................... 10 Lesson 4 (pp. 19-23) The Tarquins (616-510 B.C.) ........................................ 12 Lesson 5 (pp. 25-27) Junius Brutus (first consul, 509 B.C.) ............................ 14 Review Lesson I Chapters 1-5 The Monarchy ...................................... 16 Lesson 6 (pp. 29-34) Horatius & Mucius the Left-Handed (509 B.C.) .............26 Lesson 7 (pp. 35-41) Coriolanus & the Fabii (500-477 B.C.) ..........................28 Lesson 8 (pp. 43-45) Cincinnatus (519-439 B.C.) ...........................................30 Lesson 9 (pp. 47-56) Camillus (died 365 B.C.) ...............................................32 Lesson 10 (pp. 57-65) Manlius Torquatus & Appius Claudius Caecus ............34 Review Lesson II Chapters 6-10 The Republic (Part I) ..........................36 Lesson 11 (pp. 67-76) Regulus and Scipio Africanus ......................................48 Lesson 12 (pp. 77-84) Cato the Censor (234-149 B.C.), The Gracchi ..............50 Lesson 13 (pp. 85-91) Marius (155-86 B.C.) .....................................................52 Lesson 14 (pp. 93-96) Sulla (138-78 B.C.) ........................................................54 Lesson 15 (pp. 97-100) Pompey the Great (106-48 B.C.)...................................56 Review Lesson III Chapters 11-15 The Republic (Part II) .......................58 Lesson 16 (pp. 101-110) Julius Caesar (100-44 B.C.) ..........................................66 Lesson 17 (pp. 111-113) Cicero (102-43 B.C.) .....................................................68 Lesson 18 (pp. 115-120) Augustus (63 B.C.-14 A.D.) ........................................... 70 Lesson 19 (pp. -
Summer Assignment for Students Entering Latin III
Summer Assignment for students entering Latin III Included below are the instructions that you will need for your Latin summer reading assignment. Please remember that, in addition to what is contained here, part of your assignment is to work individually to review Latin grammar and vocabulary in order to keep your knowledge fresh. I strongly recommend that you do the assignment over the course of several sittings, the last of which should ideally occur towards the end of August. Assignment: 1. Complete the Grammar Review Worksheets (attached). 2. Read and familiarize yourself with the Livy biography (attached). 3. On a piece of paper, make a list of any unfamiliar vocabulary for sections 1-3 of Rome and Her Kings (attached). Include the line number, the Latin word from the text, and the definition – e.g. line 1, puellarum, girl. This is a required part of your assignment. You may use the vocabulary list included for you (Rome and Her Kings, chapters I-III) but you may also need to use your newly purchased Latin dictionary to complete your wordlist (see Guidelines below, #2). 4. Translate, aloud, sections I-III of Rome and Her Kings (attached). Use your wordlist to assist you. On the same paper as your wordlist, write out any questions you have while translating, including the line number of the section you are unsure of. Be as specific as you can be with your question (i.e. don't just write, "I don't get this part."). Be ready to ask questions & translate in class. 5. Study the attached vocabulary list (Rome and Her Kings, sections I-III). -
Famous Men of Rome
FAMOUS MEN OF ROME FAMOUS MEN OF ROME BY JOHN A. HAAREN YESTERDAY’S CLASSICS CHAPEL HILL, NORTH CAROLINA Cover and arrangement © 2006 Yesterday’s Classics. This edition, first published in 2006 by Yesterday’s Classics, is an unabridged repub- lication of the work originally published by University Publishing Co. in 1904. For a listing of books published by Yesterday’s Classics, please visit www.yesterdaysclassics.com. Yesterday’s Classics is the publishing arm of the Baldwin Project which presents the complete text of dozens of classic books for children at www.mainlesson.com under the editorship of Lisa M. Ripperton and T. A. Roth. ISBN-10: 1-59915-046-8 ISBN-13: 978-1-59915-046-8 Yesterday’s Classics PO Box 3418 Chapel Hill, NC 27515 PREFACE The study of history, like the study of a landscape, should begin with the most conspicuous features. Not until these have been fixed in memory will the lesser features fall into their appropriate places and assume their right proportions. In order to attract and hold the child’s attention, each conspicuous feature of history presented to him should have an individual for its center. The child identifies himself with the personage presented. It is not Romulus or Hercules or Cæsar or Alexander that the child has in mind when he reads, but himself, acting under the prescribed conditions. Prominent educators, appreciating these truths, have long recognized the value of biography as a preparation for the study of history and have given it an important place in their scheme of studies. The former practice in many elementary schools of beginning the detailed study of American history without any previous knowledge of general history limited the pupil’s range of vision, restricted his sympathies, and left him without material for comparisons.