Ovid's House of Sleep (Met. 11.573-673)
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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. -
Desiring Postcolonial Britain: Genre Fiction Since the Satanic Verses
Desiring Postcolonial Britain: Genre Fiction sinceThe Satanic Verses Sarah Post, BA (Hons), MA Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy November 2012 This thesis is my own work and has not been submitted in substantially the same form for the award of a higher degree elsewhere ProQuest Number: 11003747 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 11003747 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 1 Acknowledgements The completion of this project would not have been possible without the academic, financial and emotional support of a great number of people. I would like to thank all those that offered advice on early drafts of my work at conferences and through discussions in the department. Special thanks go to the Contemporary Gothic reading group at Lancaster for engendering lively debate that fed into my understanding of what the Gothic can do today. Equally, I could not have finished the project without financial support, for which I am grateful to the Lancaster English Department for a fee waiver and to Dr. -
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. -
UNIVERSITY of CALIFORNIA Los Angeles Weather Ex Machina
UNIVERSITY OF CALIFORNIA Los Angeles Weather ex Machina: Climatic Determinism and the Fiction of Causality in the Twentieth-Century Novel A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in English by Sydney Miller 2018 © Copyright by Sydney Miller 2018 ABSTRACT OF THE DISSERTATION Weather ex Machina: Climatic Determinism and the Fiction of Causality in the Twentieth-Century Novel by Sydney Miller Doctor of Philosophy in English University of California, Los Angeles, 2018 Professor Michael A. North, Chair Weather ex Machina charts a pattern of the weather as a plot device in the twentieth-century novel, where its interventions have been overlooked and understudied. According to the prevailing critical narrative of the topic, the ubiquitous and overwrought weather that characterizes the notoriously dark and stormy novels of the nineteenth century all but disappears in those of the twentieth, its determinative force in fiction diminishing with the advancement of a science that secularized the skies. This dissertation pushes against that narrative, arguing that is precisely because modern meteorology seemingly stripped the weather – so long assumed to be divinely sourced – of its mythological associations that the trope becomes available for co-opting as the makeshift deus ex machina of the modern novel: the believable contrivance that, in functioning deterministically while appearing aleatory, replaces the providentialism of the nineteenth-century novel and resolves the crisis of causality in the twentieth-century plot. For E.M. Forster, whose works are marked by an anxiety about formlessness and a belabored adherence to causal chains, the weather becomes a divine scapegoat, its inculpation imposing a predictable but passably accidental order onto his plots. -
The Medea of Euripides and Seneca: a Comparison
Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1941 The Medea of Euripides and Seneca: A Comparison Mary Enrico Frisch Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Classics Commons Recommended Citation Frisch, Mary Enrico, "The Medea of Euripides and Seneca: A Comparison" (1941). Master's Theses. 180. https://ecommons.luc.edu/luc_theses/180 This Thesis is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Master's Theses by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1941 Mary Enrico Frisch -If.. THE MEDEA OF EURIPIDES AND SENECA: A COMPARISON by Sister Mary Enrico Frisch, S.S.N.D. A Thesis submitted 1n partial ~ul~illment o~ the requirements ~or the degree o~ Master o~ Arts Loyola University August, 1941 TABLE OF CONTENTS CHAPTER PAGE I Introduction: Survey o~ Opinion. 1 II Broad Similarities in Moti~ and 6 Sentiment. III Broad Similarities in the Plot 30 o~ the Medea o~ Euripides and the Medea o~ Seneca. IV Parallels in Phraseology. 51 v Characters and Their Attitude 73 to the Gods. Bibliography a. Re~erences ~or the Medea 91 o~ Euripides. b. Re~erences ~or the Medea 95 o~ Seneca. c. General Works. 98 THE MEDEA OF EURIPIDES AND SENECA: A COMPARISON Chapter I INTRODUCTION: SURVEY OF OPINION It is not a new theory that Seneca used the plays o~ Eurip ides as models for his Latin tragedies, particularly his Medea, Hippolytus, Hercules Furens, Troades and the Phoenissae. -
The Greatest Opera Never Written: Bengt Lidner's Medea (1784)
Western Washington University Masthead Logo Western CEDAR Music Faculty and Staff ubP lications Music 2006 The Greatest Opera Never Written: Bengt Lidner’s Medea (1784) Bertil Van Boer Western Washington University, [email protected] Follow this and additional works at: https://cedar.wwu.edu/music_facpubs Part of the Music Commons Recommended Citation Van Boer, Bertil, "The Greatest Opera Never Written: Bengt Lidner’s Medea (1784)" (2006). Music Faculty and Staff Publications. 3. https://cedar.wwu.edu/music_facpubs/3 This Article is brought to you for free and open access by the Music at Western CEDAR. It has been accepted for inclusion in Music Faculty and Staff Publications by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. Bertil van Boer The Greatest Opera Never Written: Bengt Lidner’s Medea (1784) hen the Gustavian opera was inaugurated on 18 January 1773 with a performance of Johan Wellander and Fran- W cesco Antonio Baldassare Uttini’s Thetis och Pelée, the an- ticipation of the new cultural establishment was palpable among the audiences in the Swedish capital. In less than a year, the new king, Gustav III, had turned the entire leadership of the kingdom topsy-turvy through his bloodless coup d’état, and in the consolida- tion of his rulership, he had embarked upon a bold, even politically risky venture, the creation of a state-sponsored public opera that was to reflect a new cultural nationalism, with which he hoped to imbue the citizenry with an understanding of the special role he hoped they would play in the years to come. -
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. -
Minor Characters in the Aeneid Page 1
Minor Characters in the Aeneid Page 1 The following characters are described in the pages that follow the list. Page Order Alphabetical Order Aeolus 2 Achaemenides 8 Neptune 2 Achates 2 Achates 2 Aeolus 2 Ilioneus 2 Allecto 19 Cupid 2 Amata 17 Iopas 2 Andromache 8 Laocoon 2 Anna 9 Sinon 3 Arruns 22 Coroebus 3 Caieta 13 Priam 4 Camilla 22 Creusa 6 Celaeno 7 Helen 6 Coroebus 3 Celaeno 7 Creusa 6 Harpies 7 Cupid 2 Polydorus 7 Dēiphobus 11 Achaemenides 8 Drances 30 Andromache 8 Euryalus 27 Helenus 8 Evander 24 Anna 9 Harpies 7 Iarbas 10 Helen 6 Palinurus 10 Helenus 8 Dēiphobus 11 Iarbas 10 Marcellus 12 Ilioneus 2 Caieta 13 Iopas 2 Latinus 13 Juturna 31 Lavinia 15 Laocoon 2 Lavinium 15 Latinus 13 Amata 17 Lausus 20 Allecto 19 Lavinia 15 Mezentius 20 Lavinium 15 Lausus 20 Marcellus 12 Camilla 22 Mezentius 20 Arruns 22 Neptune 2 Evander 24 Nisus 27 Nisus 27 Palinurus 10 Euryalus 27 Polydorus 7 Drances 30 Priam 4 Juturna 31 Sinon 2 An outline of the ACL presentation is at the end of the handout. Minor Characters in the Aeneid Page 2 Aeolus – with Juno as minor god, less than Juno (tributary powers), cliens- patronus relationship; Juno as bargainer and what she offers. Both of them as rulers, in contrast with Neptune, Dido, Aeneas, Latinus, Evander, Mezentius, Turnus, Metabus, Ascanius, Acestes. Neptune – contrast as ruler with Aeolus; especially aposiopesis. Note following sympathy and importance of rhetoric and gravitas to control the people. Is the vir Aeneas (bringing civilization), Augustus (bringing order out of civil war), or Cato (actually -
CLASSICAL EPIC in the WORKS of J.R.R. TOLKIEN by Hannah Parry
1 CLASSICAL EPIC IN THE WORKS OF J.R.R. TOLKIEN By Hannah Parry A thesis submitted to Victoria University of Wellington in fulfilment of the requirement for the degree of Master of Arts in English Victoria University of Wellington February 2012 2 Abstract The Lord of the Rings has often been described as an 'epic', and although Tolkien drew most famously on Northern mythology in his creation of Middle-earth much of his work also bears similarities to classical epic, both with regard to particular characters and archetypes and to more general themes and motifs. This thesis examines the connections between The Lord of the Rings and the epics of Homer and Virgil, investigating the manner in which these allusions function in Tolkien and how they contribute to our understanding of Middle- earth as at least partially an epic world with epic ideals of heroism. At the same time, however, it identifies the ways in which Tolkien changes or subverts such classical ideals and archetypes as they combine with other cultural influences. Following the model established in The Hobbit , The Lord of the Rings begins with the folk-tale heroes and setting of the Shire before gradually moving into an epic world. Not only heroes such as Aragorn, but less obviously epic heroes such as Gandalf, Frodo and Sam, draw frequently on the iconography and motifs associated with specific and general classical figures, while women such as Arwen, Eowyn and Galadriel can similarly be read as part of classical tradition. Moreover, despite the purely fictional nature of Middle-earth in contrast to the historical (if mythologised) cultures of classical epic, The Lord of the Rings contains many examples of epic type-scenes that in classical epic illustrate the correct manner in which a hero should behave both in peace and in battle. -
The Ears of Hermes
The Ears of Hermes The Ears of Hermes Communication, Images, and Identity in the Classical World Maurizio Bettini Translated by William Michael Short THE OHIO STATE UNIVERSITY PRess • COLUMBUS Copyright © 2000 Giulio Einaudi editore S.p.A. All rights reserved. English translation published 2011 by The Ohio State University Press. Library of Congress Cataloging-in-Publication Data Bettini, Maurizio. [Le orecchie di Hermes. English.] The ears of Hermes : communication, images, and identity in the classical world / Maurizio Bettini ; translated by William Michael Short. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-8142-1170-0 (cloth : alk. paper) ISBN-10: 0-8142-1170-4 (cloth : alk. paper) ISBN-13: 978-0-8142-9271-6 (cd-rom) 1. Classical literature—History and criticism. 2. Literature and anthropology—Greece. 3. Literature and anthropology—Rome. 4. Hermes (Greek deity) in literature. I. Short, William Michael, 1977– II. Title. PA3009.B4813 2011 937—dc23 2011015908 This book is available in the following editions: Cloth (ISBN 978-0-8142-1170-0) CD-ROM (ISBN 978-0-8142-9271-6) Cover design by AuthorSupport.com Text design by Juliet Williams Type set in Adobe Garamond Pro Printed by Thomson-Shore, Inc. The paper used in this publication meets the minimum requirements of the American Na- tional Standard for Information Sciences—Permanence of Paper for Printed Library Materials. ANSI Z39.48–1992. 9 8 7 6 5 4 3 2 1 CONTENTS Translator’s Preface vii Author’s Preface and Acknowledgments xi Part 1. Mythology Chapter 1 Hermes’ Ears: Places and Symbols of Communication in Ancient Culture 3 Chapter 2 Brutus the Fool 40 Part 2. -
Sexual Secrets and Greek Narrative Sheila Murnaghan University of Pennsylvania, [email protected]
University of Pennsylvania ScholarlyCommons Departmental Papers (Classical Studies) Classical Studies at Penn 2014 Naming Names, Telling Tales: Sexual Secrets and Greek Narrative Sheila Murnaghan University of Pennsylvania, [email protected] Follow this and additional works at: http://repository.upenn.edu/classics_papers Part of the Classics Commons Recommended Citation (OVERRIDE) “Naming Names, Telling Tales: Sexual Secrets and Greek Narrative,” in Mark Masterson, Nancy Sorkin Rabinowitz and James Robson, eds. Sex in Antiquity: Exploring Gender and Sexuality in the Ancient World, London: Routledge, 2014: 260-277. This paper is posted at ScholarlyCommons. http://repository.upenn.edu/classics_papers/85 For more information, please contact [email protected]. Naming Names, Telling Tales: Sexual Secrets and Greek Narrative Abstract As Creusa finds the courage to reveal her long-concealed union with Apollo, Euripides aligns the powerful narrative at the heart of his Ion with the disclosure of a sexual secret. Such disclosures make good stories, interesting in part for their sexual content, but even more, I suggest, for the circumstances that lead to their telling. As Peter Brooks argues in Reading for the Plot, narratives engage us in the desires of their characters, which we follow through a trajectory of frustration and fulfillment, propelled by a corresponding passion for knowledge. Among the strongest of those desires, more powerful even than erotic longing or material ambition, is the wish to tell one’s own story, “the more nearly absolute desire to be heard, recognized, listened to” (Brooks 1984: 53), so that narratives often include an account of their own origin in a character’s quest for recognition.