The War Ethos and Practice in Ancient Greece
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HOMERIC-ILIAD.Pdf
Homeric Iliad Translated by Samuel Butler Revised by Soo-Young Kim, Kelly McCray, Gregory Nagy, and Timothy Power Contents Rhapsody 1 Rhapsody 2 Rhapsody 3 Rhapsody 4 Rhapsody 5 Rhapsody 6 Rhapsody 7 Rhapsody 8 Rhapsody 9 Rhapsody 10 Rhapsody 11 Rhapsody 12 Rhapsody 13 Rhapsody 14 Rhapsody 15 Rhapsody 16 Rhapsody 17 Rhapsody 18 Rhapsody 19 Rhapsody 20 Rhapsody 21 Rhapsody 22 Rhapsody 23 Rhapsody 24 Homeric Iliad Rhapsody 1 Translated by Samuel Butler Revised by Soo-Young Kim, Kelly McCray, Gregory Nagy, and Timothy Power [1] Anger [mēnis], goddess, sing it, of Achilles, son of Peleus— 2 disastrous [oulomenē] anger that made countless pains [algea] for the Achaeans, 3 and many steadfast lives [psūkhai] it drove down to Hādēs, 4 heroes’ lives, but their bodies it made prizes for dogs [5] and for all birds, and the Will of Zeus was reaching its fulfillment [telos]— 6 sing starting from the point where the two—I now see it—first had a falling out, engaging in strife [eris], 7 I mean, [Agamemnon] the son of Atreus, lord of men, and radiant Achilles. 8 So, which one of the gods was it who impelled the two to fight with each other in strife [eris]? 9 It was [Apollo] the son of Leto and of Zeus. For he [= Apollo], infuriated at the king [= Agamemnon], [10] caused an evil disease to arise throughout the mass of warriors, and the people were getting destroyed, because the son of Atreus had dishonored Khrysēs his priest. Now Khrysēs had come to the ships of the Achaeans to free his daughter, and had brought with him a great ransom [apoina]: moreover he bore in his hand the scepter of Apollo wreathed with a suppliant’s wreath [15] and he besought the Achaeans, but most of all the two sons of Atreus, who were their chiefs. -
The Herodotos Project (OSU-Ugent): Studies in Ancient Ethnography
Faculty of Literature and Philosophy Julie Boeten The Herodotos Project (OSU-UGent): Studies in Ancient Ethnography Barbarians in Strabo’s ‘Geography’ (Abii-Ionians) With a case-study: the Cappadocians Master thesis submitted in fulfilment of the requirements for the degree of Master in Linguistics and Literature, Greek and Latin. 2015 Promotor: Prof. Dr. Mark Janse UGent Department of Greek Linguistics Co-Promotores: Prof. Brian Joseph Ohio State University Dr. Christopher Brown Ohio State University ACKNOWLEDGMENT In this acknowledgment I would like to thank everybody who has in some way been a part of this master thesis. First and foremost I want to thank my promotor Prof. Janse for giving me the opportunity to write my thesis in the context of the Herodotos Project, and for giving me suggestions and answering my questions. I am also grateful to Prof. Joseph and Dr. Brown, who have given Anke and me the chance to be a part of the Herodotos Project and who have consented into being our co- promotores. On a whole other level I wish to express my thanks to my parents, without whom I would not have been able to study at all. They have also supported me throughout the writing process and have read parts of the draft. Finally, I would also like to thank Kenneth, for being there for me and for correcting some passages of the thesis. Julie Boeten NEDERLANDSE SAMENVATTING Deze scriptie is geschreven in het kader van het Herodotos Project, een onderneming van de Ohio State University in samenwerking met UGent. De doelstelling van het project is het aanleggen van een databank met alle volkeren die gekend waren in de oudheid. -
Ancient Greeks Victor Davis Hanson John Keegan, Series Editor
SMITHSONIAN HISTORY OF WARFARE WARS OF THE ANCIENT GREEKS VICTOR DAVIS HANSON JOHN KEEGAN, SERIES EDITOR () Smithsonian Books (::::Collins An Imprint ofHarperCollinsPub/ishers For W. K. Pritchett, who revolutionized the study of Ancient Greek warfare Text © 1999 by Victor Davis Hanson Design and layout© 1999 by Cassell & Co. First published in Great Britain 1999 The picture credits on page 240 constitute an extension to this copyright page. Material in the introduction and chapter 5 is based on ideas that appeared in Victor Davis Hanson and john Heath, Who Killed Homer? The Demise if Classical Education and the Recovery ifGreek Wisdom (The Free Press, New York, 1998) 'and Victor Davis Hanson, "Alexander the Kille1~" Quarterly journal ifMilitary History, spring 1998, I 0.3, 8-20. WARS OF THE ANCIENT GREEKS. All rights reserved. No part of this title may be reproduced or transmitted by any means (including photography or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner. For infor mation, address HarperCollins Publishers, 10 East 53rd Street, New York, NY 10022. Published 2004 in the United States of America by Smithsonian Books Acknowledgments In association with Cassell Wellington House, 125 Strand London WC2R OBB would like to thank John Keegan and Judith Flanders for asking me Library of Congress Cataloging-in-Publication data I to write this volume on the Ancient Greeks at war. My colleague at Hanson, Victor Davis. California State University, Fresno, Professor Bruce Thornton, kindly Wars of the ancient Greeks I Victor Davis Hanson ; John Keegan, general editor. -
Athens & Ancient Greece
##99668811 ATHENS & ANCIENT GREECE NEW DIMENSION/QUESTAR, 2001 Grade Levels: 9-13+ 30 minutes DESCRIPTION Recalls the historical significance of Athens, using modern technology to re-create the Acropolis and Parthenon theaters, the Agora, and other features. Briefly reviews its history, famous citizens, contributions, a typical day, and industries. ACADEMIC STANDARDS Subject Area: World History - Era 3 – Classical Traditions, Major Religions, and Giant Empires, 1000 BCE – 300 CE Standard: Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE • Benchmark: Understands the major cultural elements of Greek society (e.g., the major characteristics of Hellenic sculpture, architecture, and pottery and how they reflected or influenced social values and culture; characteristics of Classical Greek art and architecture and how they are reflected in modern art and architecture; Socrates' values and ideas as reflected in his trial; how Greek gods and goddesses represent non-human entities, and how gods, goddesses, and humans interact in Greek myths) (See Instructional Goals #3, 4, and 5.) • Benchmark: Understands the role of art, literature, and mythology in Greek society (e.g., major works of Greek drama and mythology and how they reveal ancient moral values and civic culture; how the arts and literature reflected cultural traditions in ancient Greece) (See Instructional Goal #4.) • Benchmark: Understands the legacy of Greek thought and government -
The Ubiquity of the Cretan Archer in Ancient Warfare
1 ‘You’ll be an archer my son!’ The ubiquity of the Cretan archer in ancient warfare When a contingent of archers is mentioned in the context of Greek and Roman armies, more often than not the culture associated with them is that of Crete. Indeed, when we just have archers mentioned in an army without a specified origin, Cretan archers are commonly assumed to be meant, so ubiquitous with archery and groups of mercenary archers were the Cretans. The Cretans are the most famous, but certainly not the only ‘nation’ associated with a particular fighting style (Rhodian slingers and Thracian peltasts leap to mind but there are others too). The long history of Cretan archers can be seen in the sources – according to some stretching from the First Messenian War right down to the fall of Constantinople in 1453. Even in the reliable historical record we find Cretan archer units from the Peloponnesian War well into the Roman period. Associations with the Bow Crete had had a long association with archery. Several Linear B tablets from Knossos refer to arrow-counts (6,010 on one and 2,630 on another) as well as archers being depicted on seals and mosaics. Diodorus Siculus (5.74.5) recounts the story of Apollo that: ‘as the discoverer of the bow he taught the people of the land all about the use of the bow, this being the reason why the art of archery is especially cultivated by the Cretans and the bow is called “Cretan.” ’ The first reliable references to Cretan archers as a unit, however, which fit with our ideas about developments in ancient warfare, seem to come in the context of the Peloponnesian War (431-404 BCE). -
Life in Two City States--- Athens and Sparta
- . CHAPTER The city-states of Sparta (above) and Athens (below) were bitter rivals. Life in Two City-States Athens and Sparta 27.1 Introduction In Chapter 26, you learned that ancient Greece was a collection of city- states, each with its own government. In this chapter, you will learn about two of the most important Greek city-states, Athens and Sparta. They not only had different forms of government, but very different ways of life. Athens was a walled city near the sea. Nearby, ships came and went from a busy port. Inside the city walls, master potters and sculptors labored in work- shops. Wealthy people and their slaves strolled through the marketplace. Often the city's citizens (free men) gathered to loudly debate the issues of the day. Sparta was located in a farming area on a plain. No walls surrounded the city. Its buildings were simple and plain compared to those of Athens. Even the clothing of the people in the streets was drab. Columns of soldiers tramped through the streets, with fierce expressions behind their bronze helmets. Even a casual visitor could see that Athens and Sparta were very different. Let's take a closer look at the way people lived in these two city-states. We'll examine each city's government, economy, education, and treatment of women and slaves. Use this graphic organizer to help you compare various aspects of life in Athens and Sparta. Life in Two City-States: Athens and Sparta 259 27.2 Comparing Two City-States Peloponnesus the penin- Athens and Sparta were both Greek cities, and they were only sula forming the southern part about 150 miles apart. -
Aristotelian Appeals: Logos, Ethos, and Pathos
Aristotelian Appeals: Logos, Ethos, and Pathos Whenever you read an argument you must ask yourself, “Is this persuasive? If so, why? And to whom?” There are many ways to appeal to an audience. Among them are appealing to logos, ethos, and pathos. These appeals are identifiable in almost all arguments. To Appeal to LOGOS To Develop or Appeal to ETHOS To Appeal to PATHOS (logic, reasoning) (character, ethics) (emotion) : the argument itself; the reasoning the : how an author builds credibility & : words or passages an author uses to activate author uses; logical evidence trustworthiness emotions Types of LOGOS Appeals Ways to Develop ETHOS Types of PATHOS Appeals Theories / scientific facts Author’s profession / Emotionally loaded language Indicated meanings or background Vivid descriptions reasons (because…) Author’s publication Emotional examples Literal or historical analogies Appearing sincere, fair minded, Anecdotes, testimonies, or narratives Definitions knowledgeable about emotional experiences or events Factual data & statistics Conceding to opposition where Figurative language Quotations appropriate Emotional tone (humor, sarcasm, Citations from experts & Morally / ethically likeable disappointment, excitement, etc.) authorities Appropriate language for Informed opinions audience and subject Examples (real life examples) Appropriate vocabulary Personal anecdotes Correct grammar Professional format Effect on Audience Effect on Audience Effect on Audience Evokes a cognitive, rational response. Helps reader -
Ideals and Pragmatism in Greek Military Thought 490-338 Bc
Roel Konijnendijk IDEALS AND PRAGMATISM IN GREEK MILITARY THOUGHT 490-338 BC PhD Thesis – Ancient History – UCL I, Roel Konijnendijk, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. Thesis Abstract This thesis examines the principles that defined the military thinking of the Classical Greek city-states. Its focus is on tactical thought: Greek conceptions of the means, methods, and purpose of engaging the enemy in battle. Through an analysis of historical accounts of battles and campaigns, accompanied by a parallel study of surviving military treatises from the period, it draws a new picture of the tactical options that were available, and of the ideals that lay behind them. It has long been argued that Greek tactics were deliberately primitive, restricted by conventions that prescribed the correct way to fight a battle and limited the extent to which victory could be exploited. Recent reinterpretations of the nature of Greek warfare cast doubt on this view, prompting a reassessment of tactical thought – a subject that revisionist scholars have not yet treated in detail. This study shows that practically all the assumptions of the traditional model are wrong. Tactical thought was constrained chiefly by the extreme vulnerability of the hoplite phalanx, its total lack of training, and the general’s limited capacity for command and control on the battlefield. Greek commanders, however, did not let any moral rules get in the way of possible solutions to these problems. Battle was meant to create an opportunity for the wholesale destruction of the enemy, and any available means were deployed towards that goal. -
The Same Yet Different
W 771 THE SAME YET DIFFERENT Comparing Ancient Athens and Sparta Wendy York, Middle School Teacher, McDougle Middle School James Swart, Graduate Assistant, Tennessee 4-H Youth Development Jennifer Richards, Curriculum Specialist, Tennessee 4-H Youth Development Tennessee 4-H Youth Development This lesson plan has been developed as part of the TIPPs for 4-H curriculum. The Same, Yet Different Comparing Ancient Athens and Sparta Skill Level Intermediate, 6th Grade Introduction to Content Learner Outcomes The two rivals of ancient Greece that The learner will be able to: made the most noise and gave us the most Explain the differences and similarities traditions were Athens and Sparta. They between two Greek City-States List the important contributions of each City- were close together on a map, yet far apart State in what they valued and how they lived their lives. In this lesson, students will Educational Standard(s) Supported explore the differences between these two city-states. Social Studies 6.43 Success Indicator Introduction to Methodology Learners will be successful if they: Students work in small groups to read a Identify similarities and differences of Athens and Sparta passage about the similarities and Compare and contrast information about the differences between Athens and Sparta. two city-states Students then complete a Venn Diagram outlining their findings to share with the Time Needed class. The lesson concludes by having 45 Minutes students decide on a city-state in which Materials List they would like to have lived. Student Handout- The Same, yet different Student Handout- Venn Diagram Authors York, Wendy. -
Politics and Policy in Corinth 421-336 B.C. Dissertation
POLITICS AND POLICY IN CORINTH 421-336 B.C. DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University by DONALD KAGAN, B.A., A.M. The Ohio State University 1958 Approved by: Adviser Department of History TABLE OF CONTENTS Page FOREWORD ................................................. 1 CHAPTER I THE LEGACY OF ARCHAIC C O R I N T H ....................7 II CORINTHIAN DIPLOMACY AFTER THE PEACE OF NICIAS . 31 III THE DECLINE OF CORINTHIAN P O W E R .................58 IV REVOLUTION AND UNION WITH ARGOS , ................ 78 V ARISTOCRACY, TYRANNY AND THE END OF CORINTHIAN INDEPENDENCE ............... 100 APPENDIXES .............................................. 135 INDEX OF PERSONAL N A M E S ................................. 143 BIBLIOGRAPHY ........................................... 145 AUTOBIOGRAPHY ........................................... 149 11 FOREWORD When one considers the important role played by Corinth in Greek affairs from the earliest times to the end of Greek freedom it is remarkable to note the paucity of monographic literature on this key city. This is particular ly true for the classical period wnere the sources are few and scattered. For the archaic period the situation has been somewhat better. One of the first attempts toward the study of Corinthian 1 history was made in 1876 by Ernst Curtius. This brief art icle had no pretensions to a thorough investigation of the subject, merely suggesting lines of inquiry and stressing the importance of numisihatic evidence. A contribution of 2 similar score was undertaken by Erich Wilisch in a brief discussion suggesting some of the problems and possible solutions. This was followed by a second brief discussion 3 by the same author. -
Moicheia and the Unity of Greek Law This Paper Aims to Demonstrate, in Accordance with the Criteria Proposed in Phillips 2014
Moicheia and the Unity of Greek Law This paper aims to demonstrate, in accordance with the criteria proposed in Phillips 2014, that a substantive legal category of moicheia (seduction, including, but not limited to, adultery: Patterson 1998: 114-125; Omitowoju 2002: 73-95; Harris 2004; contra Cohen 1991: 98ff.) existed across sufficiently broad space and time in the ancient Greek world to qualify moicheia as a concept of “Greek” law. The argument begins with Homer, whose Lay of Ares and Aphrodite (Od. 8.266-369; Cantarella 2011a; Cantarella 2011b) provided the ideal aetiology for the practice of detaining for ransom the moichos (seducer) caught in the act that we will find in many later sources and places. Characteristic elements (or what will become such) include Hephaestus’ rights qua husband and qua householder to apprehend and detain Ares; the humiliation of Ares (here by being displayed in chains to the mockery of the witnessing gods); and Ares’ release on the security proferred by Poseidon. Evidence for the Panhellenic status of moicheia as a concept of law is then drawn from a wide variety of both legal and literary texts, including Athenian statute law (e.g., Dem. 23.53; [Dem.] 59.87), forensic speeches (especially Lys. 1, [Dem.] 59), and comedy (e.g., Ar. Nu. 1083-1084; Pl. Com. fr. 189-22 K–A); the Great Code of Gortyn; Hipponax fr. 30 West = fr. 41 Degani (Ephesus); Plut. Lyc. 16-18 with X. Lac. Pol. 1.7, Hell. 1.6.15 (Sparta); Arist. fr. 593 Rose (Tenedos); Arist. fr. 611.42 Rose (Lepreum); and Plut. -
Rhetorical Appeals (Or Modes of Persuasion)
Rhetorical Appeals (or modes of persuasion) The rhetorical appeals were introduced by Aristotle (382-322 B.C.) in his text Rhetoric: Of the modes of persuasion furnished by the spoken word there are three kinds. [...] Persuasion is achieved by the speaker's personal character when the speech is so spoken as to make us think him credible. [...] Secondly, persuasion may come through the hearers, when the speech stirs their emotions. [...] Thirdly, persuasion is effected through the speech itself when we have proved a truth or an apparent truth by means of the persuasive arguments suitable to the case in question. Three Appeals Ethos Proof in the Persuader (ethical appeal) Arguments based on increasing the writer or the paper’s credibility and authority o How knowledgeable and prepared is the writer Types o Referring to your skills or titles o Research from reliable sources o Personal Experience and/or interest in the topic o References to credible individuals (quotes and paraphrase) Pros: enhances writer; makes other research look better; adds new voices Cons: bias may influence; lack of expertise shows; doesn’t work by itself Pathos (the pathetic) Emotional appeals Arguments based on reactions from readers o Connects argument to reader values Types o Vivid Language (metaphor, simile, word choice) o Examples/Stories o Imagery (ex: animal rights newsletters or arguments about abortion) Pros: highly persuasive; involves readers; can lead to quick action Cons: over-emotion; easier to disprove; readers may have negative reaction Logos Logical appeals Appeals and arguments that refer to factual proof, evidence, and/or reason Types o Statistics o Examples o Cause and Effect o Syllogism (A + B = C) Pros: hard to disprove; highly persuasive; makes writer look more prepared (enhances ethos) Cons: Numbers can lie or confuse; may not intrigue reader (lack of emotion); may be inaccurate Sources to consult: Lunsford, Andrea.