The Humour of Homer
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Ornithological Approaches to Greek Mythology: the Case of the Shearwater
Ornithological Approaches to Greek Mythology: The Case of the Shearwater In the Odyssey 5.333-337, Ino-Leucothea rescues Odysseus from a terrifying storm while in the shape of an αἴθυια (aithyia) and gives him a magic veil so he can reach the land of the Phaeacians. But what bird is an aithyia, and, perhaps more importantly, can this information help us understand this passage of the Odyssey and other ancient texts where the bird appears? Many attempts at identifying Ino-Leucothea’s bird shape have been made. Lambin (2006) suggests that the name of byne that is occasionally (e.g. Lyc. Al. 757-761) applied to the goddess highlights her kourotrophic functions. In a more pragmatic way, Thompson (1895) suggests that the aithyia is a large gull such as Larus marinus. This identification is based on Aristotle (H.A. 7.542b) and Pliny (10.32) who report that the bird breeds in rocks by the sea in early spring. However, in a response to Thompson’s identification of a different bird, the ἐρωδιός (erôdios) as a heron, Fowler stresses that this bird nests in burrows by the sea (Pliny 10.126-127) and therefore must be Scopoli’s shearwater, Puffinus kuhli, now renamed Calonectris diomedea. The similarities between the aithyia and the erôdios prompted Thompson not only to reconsider his identification of the erôdios as a shearwater but also to argue that other bird names such as aithyia, memnôn, and mergus must also correspond to the shearwater. Thompson (1918) comes to this conclusion by taking a closer look at the mythological information concerning these birds. -
OH-00143; Aaron C. Kane and Sarah Taylor Kane
Transcript of OH-00143 Aaron C. Kane and Sarah Taylor Kane Interviewed by John Wearmouth on February 19, 1988 Accession #: 2006.034; OH-00143 Transcribed by Shannon Neal on 10/15/2020 Southern Maryland Studies Center College of Southern Maryland Phone: (301) 934-7626 8730 Mitchell Road, P.O. Box 910 E-mail: [email protected] La Plata, MD 20646 Website: csmd.edu/smsc The Stories of Southern Maryland Oral History Transcription Project has been made possible in part by a major grant from the National Endowment for the Humanities (NEH): Stories of Southern Maryland. https://www.neh.gov/ Any views, findings, conclusions, or recommendations expressed in this transcription, do not necessarily represent those of the National Endowment for the Humanities. Format Interview available as MP3 file or WAV: ssoh00143 (1:34:59) Content Disclaimer The Southern Maryland Studies Center offers public access to transcripts of oral histories and other archival materials that provide historical evidence and are products of their particular times. These may contain offensive language, negative stereotypes or graphic descriptions of past events that do not represent the opinions of the College of Southern Maryland or the Southern Maryland Studies Center. Typographic Note • [Inaudible] is used when a word cannot be understood. • Brackets are used when the transcriber is not sure about a word or part of a word, to add a note indicating a non-verbal sound and to add clarifying information. • Em Dash — is used to indicate an interruption or false start. • Ellipses … is used to indicate a natural extended pause in speech Subjects African American teachers Depressions Education Education, Higher Middle school principals School integration Segregation in education Tags Depression, 1929 Music teacher Aaron C. -
Which of the Following Signposts Was Featured in the Passage? Contrasts & Contradictions Aha Moment Tough Questions Words Of
Whitney’s face lit up when she saw me climb aboard the bus. “Right here, Lexi! You can sit beside me! I’ll even give you Which of the following signposts the window seat.” 1A I raised my eyebrows in surprise. “Um… okay!” I said as I was featured in the passage? plopped down in the seat beside Whitney. I had been dreading this new 45-minute bus ride ever since my parents announced Contrasts & Contradictions that we would be moving to an acreage outside of town. I knew Whitney rode this bus, but she and I had never been the best Aha Moment of friends. We just didn’t have that much in common. Whitney Tough Questions had been wearing makeup and flirting with boys since she was Words of the Wiser eight years old. I, on the other hand, had no interest in covering my face in a rainbow of colors. Furthermore, I only Again & Again ever talked to boys about our favorite sports teams, and I Memory Moment was a bit uncomfortable even doing that. “Hey, I had a question about math, Lex. Do you mind helping me?” she asked. “No, of course not,” I answered. She peeked inside her backpack. “Oh, I guess I forgot my math book at school. Do you have yours?” 1B I unzipped my backpack and dug out my math book, open- ing to our assignment. “Which part did you need help with?” “Actually, I think I can figure it out. Maybe I’ll just copy down your answers, and then when I’m doing my assignment Answer the question that follows later, I can check my answers against yours to just to make the signpost you identified. -
The Way of All Flesh
The Way of All Flesh Samuel Butler This eBook was designed and published by Planet PDF. For more free eBooks visit our Web site at http://www.planetpdf.com/. To hear about our latest releases subscribe to the Planet PDF Newsletter. The Way of All Flesh Chapter I When I was a small boy at the beginning of the century I remember an old man who wore knee-breeches and worsted stockings, and who used to hobble about the street of our village with the help of a stick. He must have been getting on for eighty in the year 1807, earlier than which date I suppose I can hardly remember him, for I was born in 1802. A few white locks hung about his ears, his shoulders were bent and his knees feeble, but he was still hale, and was much respected in our little world of Paleham. His name was Pontifex. His wife was said to be his master; I have been told she brought him a little money, but it cannot have been much. She was a tall, square-shouldered person (I have heard my father call her a Gothic woman) who had insisted on being married to Mr Pontifex when he was young and too good-natured to say nay to any woman who wooed him. The pair had lived not unhappily together, for Mr Pontifex’s temper was easy and he soon learned to bow before his wife’s more stormy moods. Mr Pontifex was a carpenter by trade; he was also at one time parish clerk; when I remember him, however, he had so far risen in life as to be no longer compelled to 2 of 736 The Way of All Flesh work with his own hands. -
Academic Excellence … Personal Growth … Small School Environment Roadrunner
Building New Opportunities A publication of Sedona Charter School Enrichment Specials K-8 Tuition-free Montessori School Classrooms Without Walls Writing: SCS Staff and GC members Welcome to the Snack Shack! Photos: SCS Staff and parents The Suzuki Philosophy Design & Editing: Jane Cathcart Sights From Our Old-Fashioned Picnic academic excellence … personal growth … small school environment Roadrunner We want to take the opportunity to thank Patrons only concert in February, and you will receive 2 free tickets and reserved our parents, students and staff for working Our strings program is unique in around all of our construction these past seating at our winter and spring concerts in that we incorporate the tenets of several months. While not ideal, we are all the 2018-2019 school year. Suzuki Philosophy into our methods of doing our best to enjoy this new progress And for those of you who may have a teaching stringed instruments. In despite the inconveniences it may cause. tendency to worry, please don’t! The sharing the origins of the We are happy to announce that our tiny playground will be rebuilt across the parking philosophy and its basic principles, home for teacher KC O’Connor was lot as soon as the workers complete the we hope to help you and your completed in September and KC is Performing Arts Classroom. It is their final children progress through their enjoying her new home. Thanks to job on campus and the final piece of the musical journey. everyone who worked on the new deck and puzzle to get campus life “back to normal.” Dr. -
A Level Classical Civilisation Candidate Style Answers
Qualification Accredited A LEVEL Candidate style answers CLASSICAL CIVILISATION H408 For first assessment in 2019 H408/11: Homer’s Odyssey Version 1 www.ocr.org.uk/alevelclassicalcivilisation A Level Classical Civilisation Candidate style answers Contents Introduction 3 Question 3 4 Question 4 8 Essay question 12 2 © OCR 2019 A Level Classical Civilisation Candidate style answers Introduction OCR has produced this resource to support teachers in interpreting the assessment criteria for the new A Level Classical Civilisation specification and to bridge the gap between new specification’s release and the availability of exemplar candidate work following first examination in summer 2019. The questions in this resource have been taken from the H408/11 World of the Hero specimen question paper, which is available on the OCR website. The answers in this resource have been written by students in Year 12. They are supported by an examiner commentary. Please note that this resource is provided for advice and guidance only and does not in any way constitute an indication of grade boundaries or endorsed answers. Whilst a senior examiner has provided a possible mark/level for each response, when marking these answers in a live series the mark a response would get depends on the whole process of standardisation, which considers the big picture of the year’s scripts. Therefore the marks/levels awarded here should be considered to be only an estimation of what would be awarded. How levels and marks correspond to grade boundaries depends on the Awarding process that happens after all/most of the scripts are marked and depends on a number of factors, including candidate performance across the board. -
English I Summer Reading the Odyssey by Homer (Trans
English I Summer Reading the Odyssey by Homer (trans. Robert Fagles, Penguin Classics) READ the Odyssey. Then answer all questions on a separate piece of paper, and be prepared for a quiz the first week of school. Even though the highlighted questions have been answered for you, you are still responsible for knowing the information. The numbers in parentheses indicate the book and the line where the answer can be found, i.e., 1.71 is book/chapter one, line 71). Books 1-4 1. What is the Greek word that is used to describe Odysseus? [ANSWER: from review article posted—polutropos ] 2. Give two examples of how polutropos could be translated into English. [ANSWER: much- turned, much-turning, wily, resourceful, complicated, contradictory. Robert Fagles translated it “man of twists and turns,” which carries a rich meaning with it, a man of many talents and interests, richly blessed and oft cursed, good at times, not so good other times.] 3. How does the poem start? [ANSWER: en medias res—in the middle of it all; that’s how the Greeks always do their storytelling.] Why start in the middle of the story? 4. At what time in Odysseus’s adventures abroad are we when the poem starts? (Remember, he will spend twenty years abroad: 10 years fighting at Troy and 10 years wandering.) 5. How are we left feeling about the suitors? Name one of them. 6. Orestus is ______________________’s son. He killed _____________________. [ANSWER: Agamemnon; Orestus killed Aegisthus.] Be sure to check out the fantastic index of characters in the back of the book. -
HYPERBOREANS Myth and History in Celtic-Hellenic Contacts Timothy P.Bridgman HYPERBOREANS MYTH and HISTORY in CELTIC-HELLENIC CONTACTS Timothy P.Bridgman
STUDIES IN CLASSICS Edited by Dirk Obbink & Andrew Dyck Oxford University/The University of California, Los Angeles A ROUTLEDGE SERIES STUDIES IN CLASSICS DIRK OBBINK & ANDREW DYCK, General Editors SINGULAR DEDICATIONS Founders and Innovators of Private Cults in Classical Greece Andrea Purvis EMPEDOCLES An Interpretation Simon Trépanier FOR SALVATION’S SAKE Provincial Loyalty, Personal Religion, and Epigraphic Production in the Roman and Late Antique Near East Jason Moralee APHRODITE AND EROS The Development of Greek Erotic Mythology Barbara Breitenberger A LINGUISTIC COMMENTARY ON LIVIUS ANDRONICUS Ivy Livingston RHETORIC IN CICERO’S PRO BALBO Kimberly Anne Barber AMBITIOSA MORS Suicide and the Self in Roman Thought and Literature Timothy Hill ARISTOXENUS OF TARENTUM AND THE BIRTH OF MUSICOLOGY Sophie Gibson HYPERBOREANS Myth and History in Celtic-Hellenic Contacts Timothy P.Bridgman HYPERBOREANS MYTH AND HISTORY IN CELTIC-HELLENIC CONTACTS Timothy P.Bridgman Routledge New York & London Published in 2005 by Routledge 270 Madison Avenue New York, NY 10016 http://www.routledge-ny.com/ Published in Great Britain by Routledge 2 Park Square Milton Park, Abingdon Oxon OX14 4RN http://www.routledge.co.uk/ Copyright © 2005 by Taylor & Francis Group, a Division of T&F Informa. Routledge is an imprint of the Taylor & Francis Group. This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to http://www.ebookstore.tandf.co.uk/.” All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photo copying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. -
The Linguistic Case for the Aiolian Migration 433
HESPERIA JJ (2OO8) THE LINGUISTIC Pages43I~4^4 CASE FOR THE AIOLIAN MIGRATION RECONSIDERED ABSTRACT Ascribingthe presence of speakers of Lesbian in thenortheast Aegean dur- inghistorical times to themigration of Aiolian tribes from mainland Greece receivesno supportfrom linguistics. Migration is notthe only or even primary wayin whichlanguages and dialectsmay spread. Moreover, on reexamina- tion,the idea of an Aiolicdialect group falls apart. Boiotian, separated by the FirstCompensatory Lengthening from Lesbian and Thessalian, appears as a conservativedialect, most closely related to WestGreek. In turn,Lesbian andThessalian are both archaic branches of Greek that share no demonstrable commoninnovations. They are bestviewed as twoseparate relic areas of a relativelyunaltered early Greek. - To pass fromthis legendary world an aggregateof streamsdis- tinctand heterogeneous,which do notwillingly come intoconflu- ence,and cannotbe forcedto intermix- intothe vision afforded by Herodotus,we learnfrom him that in the500s B.C.the whole coast-regionfrom Dardanus southward to thepromontory of Lektum(including the town of Ilium),and fromLektum eastward to Adramyttium,had been Aeolised,or was occupiedby Aeolic - Greeks likewisethe inland towns of Skepsisand Kebren.1 This papergrew out of the researchof BrianRose, as set out in the pre- cedingarticle in thisissue of Hesperia?As head of the post-BronzeAge excavationsat Troy,Rose had long acceptedthe scholarlyconsensus in 1. Grote 1888, vol. 1, p. 305, refer- mightexpect fromthe rulesbut does markany (or an unknown) representa- = ringto Hdt. 1.149-151. not occur.The sign > means "develops tive of that class. So C any consonant; = - 2. Rose 2008. My thanksare due to to" (and the sign < means "develops H any laryngeal;Kw any labiovelar; = = Brian Rose, Don Ringe, Ronald Kim, from")an earlierform by regularsound P any labial; R any resonant(I, r, and the anonymousreviewers for Hes- changes.The sign -> means "is replaced myn); T= any dental; V= anyvowel. -
Vergil's Aeneid: a Homeric Dichotomy?
Anthós (1990-1996) Volume 1 Number 1 Article 3 1990 Vergil's Aeneid: A Homeric Dichotomy? David Dysert Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/anthos_archives Part of the Ancient History, Greek and Roman through Late Antiquity Commons Let us know how access to this document benefits ou.y Recommended Citation Dysert, David (1990) "Vergil's Aeneid: A Homeric Dichotomy?," Anthós (1990-1996): Vol. 1 : No. 1 , Article 3. Available at: https://pdxscholar.library.pdx.edu/anthos_archives/vol1/iss1/3 This open access Article is distributed under the terms of the Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License (CC BY-NC-SA 4.0). All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team. Vergil~s Aeneid: A Homeric Dichotomy? Twinkle, twinkle little star. How I wonder what you are. !l1ttl1f1rt Ah VollS Dirai-je lIdaman, K.265, is a timeless' series of variations on the children's classic "Twinkle, Twinkle Little Star," a pervasive melody in Western culture. Mozart brilliantly manipulates the previous work creating an entirely different musical statement while retaining elements of the original throughout. Beginning with a nearly exact copy of the original, the composer moves to a somewhat melancholy tone and then concludes with a race to the finish. The listener is delighted by Mozart's use of the common melody. Vergil's contemporaries were probably equally, if not more, delighted with his work, the Aeneid. Vergil, like Mozart, (or should we say Mozart, like Vergil!) . -
The Cyclops in the Odyssey, Ulysses, and Asterios Polyp: How Allusions Affect Modern Narratives and Their Hypotexts
THE CYCLOPS IN THE ODYSSEY, ULYSSES, AND ASTERIOS POLYP: HOW ALLUSIONS AFFECT MODERN NARRATIVES AND THEIR HYPOTEXTS by DELLEN N. MILLER A THESIS Presented to the Department of English and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Arts December 2016 An Abstract of the Thesis of Dellen N. Miller for the degree of Bachelor of Arts in the Department of English to be taken December 2016 Title: The Cyclops in The Odyssey, Ulysses, and Asterios Polyp: How Allusions Affect Modern Narratives and Their Hypotexts Approved: _________________________________________ Paul Peppis The Odyssey circulates throughout Western society due to its foundation of Western literature. The epic poem thrives not only through new editions and translations but also through allusions from other works. Texts incorporate allusions to add meaning to modern narratives, but allusions also complicate the original text. By tying two stories together, allusion preserves historical works and places them in conversation with modern literature. Ulysses and Asterios Polyp demonstrate the prevalence of allusions in books and comic books. Through allusions to both Polyphemus and Odysseus, Joyce and Mazzucchelli provide new ways to read both their characters and the ancient Greek characters they allude to. ii Acknowledgements I would like to sincerely thank Professors Peppis, Fickle, and Bishop for your wonderful insight and assistance with my thesis. Thank you for your engaging courses and enthusiastic approaches to close reading literature and graphic literature. I am honored that I may discuss Ulysses and Asterios Polyp under the close reading practices you helped me develop. -
Homer – the Iliad
HOMER – THE ILIAD Homer is the author of both The Iliad and The Odyssey. He lived in Ionia – which is now modern day Turkey – between the years of 900-700 BC. Both of the above epics provided the framework for Greek education and thought. Homer was a blind bard, one who is a professional story teller, an oral historian. Epos or epic means story. An epic is a particular type of story; it involves one with a hero in the midst of a battle. The subject of the poem is the Trojan War which happened approximately in 1200 BC. This was 400 years before the poem was told by Homer. This story would have been read aloud by Homer and other bards that came after him. It was passed down generation to generation by memory. One can only imagine how valuable memory was during that time period – there were no hard drives or memory sticks. On a tangential note, one could see how this poem influenced a culture; to be educated was to memorize a particular set of poems or stories which could be cross-referenced with other people’s memory of those particular stories. The information would be public and not private. The Iliad is one of the greatest stories ever told – a war between two peoples; the Greeks from the West and the Trojans from the East. The purpose of this story is to praise Achilles. The two worlds are brought into focus; the world of the divine order and the human order. The hero of the story is to bring greater order and harmony between these two orders.