PHAEACIAN MANNERS by G. J. DE VRIES Many Interpreters Of

Total Page:16

File Type:pdf, Size:1020Kb

PHAEACIAN MANNERS by G. J. DE VRIES Many Interpreters Of PHAEACIAN MANNERS BY G. J. DE VRIES Many interpreters of Homer and commentators on his poems describe Odysseus' stay in Scheria in idyllic terms: almost at the end of his labours, the hero finds a provisional rest amidst kind people. G. P. Rose was not the first one to defend a different view 1) ; he is, however, the most outspoken, and his reaction is extreme. He argues that Odysseus in Scheria finds himself amidst an unkind and unfriendly people whom he mistrusts, and that it costs him a hard struggle to make himself accepted 2). In view of these interpretations it may be useful to reexamine the relevant passages in the Odyssey with special attention to Phaeacian behaviour. Nausikaa addresses her father in a frank and confidential way (( 57-65 ) . In his answer v. 67 deserves attention: Alkinoos is not al- ways very perceptive; here, however, he is shown as an understand- ing parent bears on the preceding verse). Nausikaa's first reaction to Odysseus' masterly display of diplo- macy (149-185) seems to be rather reserved: no more than (187) is the form of address used. Yet she shows that she is flattered. The "disturbed syntax" of her first lines does not indicate an "inner trepidation" (Stanford ad loc.). She finds Odysseus neither x.iXx.6ç nor acpPwv: no wonder after the compliments she has heard from his mouth. But suddenly she realizes his pitiful state, and her sub- conscious argument is: a man who is in such a miserable condition must have deserved it. It is pity which then makes her mention divine dispensation (Ss at 188 is adversative), thereby showing "a 1) The Unfriendly Phaeacians, TAPA 100 (1969), 387-406. 2) This argument has influenced I. M. Hohendahl-Zoetelief, Omgangs- vormen in het Homerische epos (Ph. D. thesis Utrecht 1975; typescript; an English edition is forthcoming). 114 diplomatic or friendly attitude to the sufferer" (Stanford on « 348). It should be noticed that, whatever apprehension Odysseus may have felt at his first encounter with an unknown people, 101 ff. may at least serve to put him more at ease. Even if Nausikaa's authority may go no further than this point, he may be sure that an appeal to common humanity 193) for first aid will not be rejected. Nausikaa's next words (zgg ff.) show the full confidence of the Phaeacian people: what can happen to us? 204 ff. mean: few visitors come hither, to the outskirts of the world; here, however, is one. Rose's comment on these verses runs: "Even under the best of circumstances this would tend to inspire nervousness in Odysseus, for the whole poem demonstrates that friendly relations with for- eigners were a valued and expected feature of civilized Achaean society"; this, in my opinion, is a tendentious interpretation. In 235 ff. Nausikaa reveals her feelings; these cause the slight confusion which characterizes some passages in her next speech (255 ff.). In the immediate sequel there occurs one of the passages on which Rose puts a very far-fetched interpretation; he finds in it a "con- nection among Poseidon, the boats, and Phaeacian hostility". In 270 ff. Nausikaa says that the Phaeacians do not care for bow and quiver, and "inasmuch as these instruments of war and hunting are integral to the sort of life Odysseus knows, their rejection might portend a society strange to the hero of the Trojan War". They do care for ships, and "the very fact that the boats possess magical abilities 3) places them, in this respect at least, into the class of several of Odysseus' previous encounters in the world of witches and sea-monsters". These abilities are a gift of Poseidon (q 35) who, moreover, is the king's grandfather and the queen's great-grand- father 56 ff.). Finally the Phaeacians are associated with the Cyclopes and the Giants 5 ff., 7159, 206). Now the last point must not be stressed too much. In 1) 506 the 3) Introducing these abilities into the context of Nausikaa's speech in ζ is an error in interpretation. At present neither Odysseus nor the listener/- reader is supposed to know about them. They are mentioned at θ 557 ff.; by then not the slightest distrust can have remained in Odysseus. .
Recommended publications
  • Odysseus, Athena, Nausicaa, Alcinous, A
    / . Book VII Reading Guide — Scene: lhe island of Scheria, land of the Phaeacians. Characters: Odysseus, Athena, Nausicaa, Alcinous, Arete I low are the Phaecians portrayed in the opening lines otthe book? (p. 179, lines 5, 12) What qualities is Arete known for? (p. 181) What does the description of Alcinous’s palace suggest about the Phaeacians’ relationships with the gods? (p. 182-183) I low does Odysseus approach Arete? (p. 184) l-low does Alcinous act as a host? (p. 185-186) What decision does Aicinous make about aiding Odysseus’s voyage home? (p. 189) “Calypso” “Nausicaa” Mv name is Calypso I \valkcd the ocean daily \nd I have lived alone I prayed to every deity I live on an island linallv the ocean gave me \nd I waken to the dawn \vhat it should never take away A long rime ago I watched him struggle with the sea You were just like a god I knew that he was drowning You stepped out from a cloud And I brought him into me but by the ftrst thing you said Now today I knew I’d never share your bed Come morning light lie sails away Couldn’t we possibly be each other’s? After one last night Isn’t there a somewhere to be lovers? I let him go. Why did you have to be for another? Why can’t I come with you as a lover? My name is Calypso My garden overflows ! walk back long the ocean Thick and wild and hidden I watch where your footsteps have been Is the sweetness there that grows Should I trust the gods of destiny My hair it blows long or throw myself into the sea? As I sing into the wind My name is Calypso Couldn’t we possibly be each other’s? And I have lived alone Isn’t there a somewhere to be lovers? I live on an island \Vhy did you have to be for another? [tell of nights Why can’t I come with you as a lover? Where I could taste the salt on his skin Salt of the waves And of tears And though he pulled away I kept him here for years I let him go.
    [Show full text]
  • The Concealed Threat of Odysseus to the Phaeacians
    Danger and Deferral: The Concealed Threat of Odysseus to the Phaeacians The Phaeacian episode of the Odyssey clarifies Odysseus as a hero of homecoming and hospitality, despite his fame as city destroyer and wandering hero. However helpful the Phaeacians may be in Odysseus‟ nostos, they become apparent victims of Poseidon's wrath as foretold in Nausithous‟ prophecy, wherein their island is to be covered by a great mountain (Od. 8.569 et alia; μέγα δ᾽ ἧμιν ὄρος πόλει ἀμφικαλύψειν) as a result of their painless conveyance of strangers (Od. 8.566, πομποὶ ἀπήμονές). The verb ἀμφικαλύπτω is heavily associated with recurrences of this prophecy but remains unconnected to the related and unexplored contexts of Odysseus‟ arrival to Scheria and Demodocus‟ introduction of Odysseus by way of the Trojan horse. I argue that a phraseological confluence of destructive images alerts the traditionally astute audience that Odysseus, not Poseidon, presents the greater danger to Scheria. Moreover, this destructive expectation is characteristically suspended and deferred by the poet in the unresolved conclusion of the Phaeacian episode, leaving the audience to question Odysseus‟ heroic identity, a revelation that is developed and delayed up to the poem‟s telos. The verb ἀμφικαλύπτω, for its implication in the destruction of the Phaeacians, lies at the intersection of two complex interpretive issues: Homeric theodicy and manuscript variation. In terms of theodicy, critics, both ancient and modern, have debated the appropriateness of the seemingly honorable Phaeacians‟ annihilation (Friedrich 1989, Allan 2006), and a significant manuscript variant attributed to Aristophanes of Byzantium at Od. 13.158 even suggests an alternate negation of the destruction (Friedrich 1989, Nagy 2002, Marks 2008).
    [Show full text]
  • The Faculty Advisor to the Student Writing the Thesis Wishes to Claim Joint Authorship in This Work
    WILLIAMS COLLEGE LIBRARIES Your unpublished thesis, submitted for a degree at Williams College and administered by the Williams College Libraries, will be made available for research use. You may, through this form, provide instructions regarding copyright, access, dissemination and reproduction of your thesis. _ The faculty advisor to the student writing the thesis wishes to claim joint authorship in this work. In each section, please check the ONE statement that reflects your wishes. 1. PUBLICATION AND QUOTATION: LITERARY PROPERTY RIGHTS A student author automatically owns the copyright to his/her work, whether or not a copyright symbol and date are placed on the piece. The duration of U.S. copyright on a manuscript--and Williams theses are considered manuscripts--is the life of the author plus 70 years. _ I/we do not choose to retain literary property rights to the thesis, and I wish to assign them immediately to Williams College. N",vnohllO the in no a s1lldent \,vo.rk: the studerv \VCHIJd} bO\Vevcf) need conLJct the in this case to also per'missir)D to sltilatlOn arose, the Archivcs wou!d be in had _I/we wish to retain literary property rights to the thesis for a period of three years, at which time the literary property rights shall be assigned to Williams College. Selectmg this the amhor a years to make use the in m><:o,mltI2 ,II/we wish to retain literary property rights to the thesis fer~ea of __":Y'88:F&;-Qf­ until my death, whichever is the later, at which time the literary property rights shall be assigned to Williams College.
    [Show full text]
  • A View of the Odyssey
    Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 1983 Volume II: Greek and Roman Mythology A View of The Odyssey Curriculum Unit 83.02.02 by Anna K. Baker I plan to teach Homer’s Odyssey to a high school English class on an intermediate-advanced level. I teach at High School in the Community, where students are divided according to ability, interest and, at times, maturity rather than by grade level. I expect to have in my class sophomores, juniors, and seniors and perhaps a scattering of freshmen. The purpose of this unit is to help students see themselves in the mirror that mythology holds up to us all. Times have changed and so has the pace of our lives; but people are confronted by the same basic choices today as when Homer decided to put the story of the wanderings, tribulations, and homecoming of Odysseus into his own words. Students who study this great epic poem which tells a fundamental myth of our civilization will read of witches, cannibals, and monsters as well as of Olympian gods, human princesses, and dead spirits out of the underworld. These students will also read a story about human beings, Odysseus, Telemachus, Penelope, and Nausicaa, as well as about others who have experienced many of the same difficulties around growing up, making choices and becoming mature that people of today experience as they leave their childhood and enter the world of adolescence and adulthood. Today’s high school students are faced with a world that presents ever more complex choices: for example, careers, family, morality, and so forth.
    [Show full text]
  • World of the Hero: Homer's Odyssey
    World of the Hero: Homer’s Odyssey Pavlos Avlamis [email protected] FOCUS: The contrast between the civilised, human, Greek world (Ithacan books 13-24, and ‘Telemachy’ 1-4) and the world of the ‘adventures’ (bks 5-12) This is a central conceptual and structuring device in the poem, attention to which helps enrich appreciation of: • Literary technique (structure, plot, language) • Cultural context • Characterisation and ‘heroism’ [The above three intersect with a variety of OCR’s aims for WotH] I will: 1. Set up the contrast between civilisation and its opposite in the poem. 2. Show some ways in which the Odyssey’s fictional worlds have been contextualised from the external context of the poem (cultural context) and from within the poem (plot, poetics). 3. Suggest further reading (electronic access to selections of material to follow). The Odyssey is divided between three worlds: 1. The ‘wild’, uncivilised world of the adventures ‘out there’ (bks 5: Calypso/Ogygia, and bks 9-12: the adventures between the storm that follows the departure from Troy and Odysseus’ arrival on Ogygia) 2. The civilised Greek world of Ithaca and other cities (Pylos, Sparta) in books 1-4 and 13-24. 3. The in-between world of the Phaeacians (bks 6-9 and beginning of 13) which combines elements of both worlds and is at once both a familiar community and a strange one. The Phaeacians transport Odysseus from the mythical world to human reality. What makes the world of the adventures non-human? • physically monstrous characters (Scylla, Cyclopes, etc), • lack of agriculture • no sacrifices • no cooking – cannibalism [think: Polyphemus] • no hospitality (think: Polyphemus, but also the suitors back home [reversal]) The story of the Odyssey: Man returns from war but his boat is blown away by storm.
    [Show full text]
  • Lecture 37 Welcome to LLT121 Classical Mythology
    Lecture 37 Welcome to LLT121 Classical Mythology. When last we left our heroes, the Homeric heroes of the Trojan War, which was really fought right around 1200 BC, I was discussing the concept of nostos or return home. I was being hassled. I was being haxed. I was being brutalized emotionally and intellectually by somebody who took exception to my remark that nobody actually won the Trojan War. Nobody did. Oh yeah, the Greeks got to sack the city, all right. There’s no denying that. Look at what happened to the Greeks when they went home. Let’s take Agamemnon, for example. What happened to him? He got killed. By who? That is pretty bad. What happened to his wife? Their son killed her. That was all right, because he’d killed her. Nope, he’s no winner. Menelaus—Mr. Helen—he actually did get back together with Helen. He took Helen back. They got on a ship and they were going to sail back to ancient Greece, but they were blown away by a storm and wound up living for seven years in ancient Egypt. I say ancient Egypt because even to the ancient Greeks, ancient Egypt was very, very ancient. Nestor made it home in one piece, too. Does anybody have a guess why Nestor made it home in one piece? Okay, go on and build on that thought, Jeremy. Well, yes and no. Oh, give me a break. Go back home. That isn’t bad. It isn’t right, either. I think, in his heart of hearts, Homer empathized with the old guy who talks just about forever.
    [Show full text]
  • The Government of Troy: Politics in the Iliad William Merritt Sale
    The Government of Troy: Politics in the "Iliad" Sale, William Merritt Greek, Roman and Byzantine Studies; Spring 1994; 35, 1; ProQuest pg. 5 The Government of Troy: Politics in the Iliad William Merritt Sale N RECENTLY PUBLISHED STUDIES of Homeric formulae I have I called attention, on the basis of statistical evidence, to two facts about Homer's Trojans in the Iliad: (1) The nominative proper-name formulae used by the poet to refer to them display a remarkable lacuna: there are no frequently occurring, 'regular', formulae. 1 The other characters and peoples who are mentioned anything like as often as the Trojans all have regular formulae, usually more than one. We give the term 'regular formula' a quantitative definition, "exactly repeated six times or more," but the phenomenon is not mere­ ly quantitative; there are certain qualities that regular formulae have and that infrequently occurring formulae tend to lack. Most notable of these are their noun-epithet form (nominative proper-name noun-verb formulae all occur infrequently) and the occurrence of the formula in a major colon:2 frequently oc­ curring formulae are noun-epithet and occupy major cola; infre­ quent formulae fall in minor cola, and the less frequently they occur, the more likely they are to fall in minor cola and to be noun-verbal in syntax. Hence the distinction between regular and infrequent formulae is qualitative, and the Trojans in the nominative lack something they ought to have, noun-epithet formulae used regularly to fill metrical spaces that the other characters have formulae to fill. A lack of regular formulae is significant; and the significance is statistically demonstrable.3 1 w.
    [Show full text]
  • The Nordic Origins of the Iliad and Odyssey: an Up-To-Date Survey of the Theory
    Athens Journal of Mediterranean Studies- Volume 3, Issue 2 – Pages 163-186 The Nordic Origins of the Iliad and Odyssey: An Up-to-date Survey of the Theory By Felice Vinci An up-to-date survey of the theory proposed in "The Baltic Origins of Homer’s Epic Tales" is presented here. The real setting of the Iliad and Odyssey can be identified not as the Mediterranean Sea, where it proves to be undermined by many incongruities, but rather in the north of Europe. The oral sagas that originated the two poems came from the Baltic regions, where the Bronze Age flourished in the 2nd millennium BC and where many Homeric places, such as Troy and Ithaca, can still be identified today. The blond seafarers who founded the Mycenaean civilization in the Aegean in the 16th century BC brought these tales from Scandinavia to Greece after the end of the climatic optimum. These peoples then rebuilt their original world – where the Trojan War and many other mythological events had taken place – farther south in Mediterranean waters, transferring significant names from north to south. Through many generations, they preserved the memory of the heroic age and the feats performed by their ancestors in their lost Hyperborean homeland, until the oral tradition was put into written form around the 8th Century BC, when alphabetical writing was introduced in Greece. This new prospect can open new developments as to the European prehistory and the dawn of the Greek civilization. Keywords: Homer, Bronze Age, Nordic, Iliad, Odyssey The Northern Features of Homer’s World Northern Features of Climate, Clothes, Food, and Vessels Homer’s world presents northern features.
    [Show full text]
  • Egypt As Threshold and the Hero in Focus in Helen by Euripedes
    Received: December 26, 2016│Revised: May 09, 2017│Accepted: May 10, 2017 EGYPT AS THRESHOLD AND THE HERO IN FOCUS IN HELEN BY EURIPEDES Lorena Lopes da Costa1 Abstract This paper analyzes how Egypt, land where Euripides develops the version of the myth narrated in Helen (412 BC), updates Scheria, island where Odysseus redifines his return narrating his adventures in the Odyssey. In order to establish the affinities with the Phaeacians' island, the tragic poet appropriates the greek view of Egypt, in which wonder and mystery are the main aspects, and incorporates odyssean elements to the plot, which enables him to recreate a story in which the hero and the war are put into question. Keywords Egypt; Scheria; hero; war; threshold. Resumo O presente artigo tem como objeto a peça Helen de Eurípides, datada de 412 a. C., e busca apreender de que forma o Egito, terra onde se desenvolve a versão do mito narrada pelo poeta, atualiza a Esquéria, ilha em que Odisseu redefine seu retorno ao narrar suas aventuras na Odisseia. Para estabelecer as afinidades com a terra dos feácios, o poeta trágico apropria-se da visão grega do Egito, em que a admiração e o mistério são os aspectos principais, e incorpora elementos odisseicos ao enredo, o que lhe permite recriar uma história em que o herói e a guerra são postos em xeque. Palavras-chave Egito; Esquéria; herói; guerra; limiar. 1 Associate Professor, Federal University of Western Pará – Santarém, Brazil. email: [email protected] Revista Heródoto, Unifesp, Guarulhos, v. 2, n. 1, Maio, 2017. p. 282-302 - 282 - A brief introduction: Helen from 412 BC In the story that Euripides tells us in 412 BC, according to which the real Helen would have been sent to Egypt by Hera as a revenge, what would follow to Troy in her place was nothing more than an image.
    [Show full text]
  • Heroism, Suffering, and Change Erwin F
    Trinity University Digital Commons @ Trinity Classical Studies Faculty Research Classical Studies Department 3-1998 Heroism, Suffering, and Change Erwin F. Cook Trinity University, [email protected] Follow this and additional works at: https://digitalcommons.trinity.edu/class_faculty Part of the Classics Commons Repository Citation Cook, E. (1998). Heroism, Suffering, and Change. In D. Boedeker (Ed.), The Illiad, the Odyssey and the Real World: Proceedings from a Seminar Sponsored by the Society for the Preservation of the Greek Heritage and Held at the Smithsonian Institution, Washington D.C., on March 6-7, 1998 (pp. 47-63). Washington D.C.: Society for the Preservation of the Greek Heritage. This Post-Print is brought to you for free and open access by the Classical Studies Department at Digital Commons @ Trinity. It has been accepted for inclusion in Classical Studies Faculty Research by an authorized administrator of Digital Commons @ Trinity. For more information, please contact [email protected]. Heroism, Suffering, and Change Today I will address the issue of identity in the Odyssey. To do so I need to make a few general observations about the structure and content of the poem. It is immediately apparent that the Odyssey is organized by three narrative sequences: the story of Telemachus in Books 1-4, including his journey to Pylus and Sparta, the journey of Odysseus from Ogygia to Scheria in Books 5-12, and the return of Odysseus and his revenge on the suitors in Books 13-24. It is well recognized that Books 1-4 recount Telemachus’ coming of age, and that his journey plays a vital role in this process.
    [Show full text]
  • Summary of Books.Pdf
    The Odyssey Odyssey is a Greek word meaning “the tale of Odysseus.” It consists of 12,109 lines in dactylic hexameter It is made up of 24 books in three sections Here are the key players: • Odysseus, king of Ithaca • Telemachus, his son • Penelope, his wife • Laertes, his dad • Anticlea, his mom • Mentor, his friend (Athena disguised) • Alcinous and Arete, king and queen of the Phaeacians • Nausicaa, princess of Phaeacian • Menelaus • Helen • Nestor • Antinous, leader of the suitors • Eumaeus, Odysseus’ faithful swineherd The quest of Telemachus: Books I-V Book I • Homer invokes the muse to tell a story of a man who wanders. • Quick review of the Trojan War • Athena begs Zeus to release Odysseus from his prison on the island of the nymph Calypso • She approaches Odysseus’ son, Telemachus (disguised as Odysseus’ friend Mentor) and reminds him to act: if Odysseus is dead, he must assert himself; if Odysseus is living, he must find him. • Penelope is harassed by suitors and they abuse Telemachus when he orders them to leave. Book II • Telemachus calls an assembly of the men of Ithaca • He denounces the suitors as scoundrels • Antinous attacks him verbally • Mentor (Athena disguised) supports Telemachus but the assembly disperses • Mentor tells Telemachus what to do to get a ship • Athena disguised as Telemachus goes to town and gets the crew and ship Book III • Telemachus accompanied by Mentor (Athena) arrives at Pylos (home of Nestor) • Nestor tells of the war and Agamemnon’s death • Suggests that he travel to Sparta to ask Menelaus who may have more recent information • Telemachus and Nestor’s son travel overland to Sparta Book IV • Arriving at Sparta Telemachus and Nestor’s son are treated well.
    [Show full text]
  • The Ferrymen of Elysium: Nostratic Eschatology and the Homeric Phaeacians
    Trinity University Digital Commons @ Trinity Classical Studies Faculty Research Classical Studies Department 1992 The eF rrymen of Elysium: Nostratic Eschatology and the Homeric Phaeacians Erwin F. Cook Trinity University, [email protected] Follow this and additional works at: https://digitalcommons.trinity.edu/class_faculty Part of the Classics Commons Repository Citation Cook, E. (1992) The ferrymen of elysium: Nostratic eschatology and the Homeric Phaeacians. The Journal of Indo-European Studies, 20(3-4), 239-267. This Post-Print is brought to you for free and open access by the Classical Studies Department at Digital Commons @ Trinity. It has been accepted for inclusion in Classical Studies Faculty Research by an authorized administrator of Digital Commons @ Trinity. For more information, please contact [email protected]. THE FERRYMEN OF ELYSIUM: NOSTRATIC ESCHATOLOGY AND THE HOMERIC PHAEACIANS1 Belief that the Homeric Phaeacians belong to the afterlife is old; but its supporters have always found themselves in the minority. Friedrich Welcker, who first argued the point in 1833, held that the Phaeacians were ferrymen of the dead, and that Scheria was set in or near Elysium.2 Wilamowitz accepted Welcker's identification of the Phaeacians, and maintained that Arete and Alcinous were modelled on the underworld rulers Persephone and Hades.3 Rehearsal of the arguments advanced by these scholars reveals that the evidence has been incompletely and on occasion incorrectly applied; however, a modified version of their theory is still viable and can be used to resolve a number of traditional cruces in the interpretation. Welcker and his followers have used evidence linking Scheria with either Elysium or Hades to support their equation of Scheria with Hades.
    [Show full text]