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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. -
Essay 2 Sample Responses
Classics / WAGS 23: Second Essay Responses Grading: I replaced names with a two-letter code (A or B followed by another letter) so that I could read the essays anonymously. I grouped essays by levels of success and cross-read those groups to check that the rankings were consistent. Comments on the assignment: Writers found all manner of things to focus on: Night, crying, hospitality, the return of princes from the dead (Hector, Odysseus), and the exchange of bodies (Hector, Penelope). Here are four interesting and quite different responses: Essay #1: Substitution I Am That I Am: The Nature of Identity in the Iliad and the Odyssey The last book of the Iliad, and the penultimate book of the Odyssey, both deal with the issue of substitution; specifically, of accepting a substitute for a lost loved one. Priam and Achilles become substitutes for each others' absent father and dead son. In contrast, Odysseus's journey is fraught with instances of him refusing to take a substitute for Penelope, and in the end Penelope makes the ultimate verification that Odysseus is not one of the many substitutes that she has been offered over the years. In their contrasting depictions of substitution, the endings of the Iliad and the Odyssey offer insights into each epic's depiction of identity in general. Questions of identity are in the foreground throughout much of the Iliad; one need only try to unravel the symbolism and consequences of Patroclus’ donning Achilles' armor to see how this is so. In the interaction between Achilles and Priam, however, they are particularly poignant. -
Thinking Comparatively About Greek Mythology IV, Reconstructing He#Rakle#S Backward in Time
Thinking comparatively about Greek mythology IV, Reconstructing He#rakle#s backward in time The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Nagy, Gregory. 2019.08.15. "hinking comparatively about Greek mythology IV, Reconstructing He#rakle#s backward in time." Classical Inquiries. http://nrs.harvard.edu/ urn-3:hul.eresource:Classical_Inquiries. Published Version https://classical-inquiries.chs.harvard.edu/thinking-comparatively- about-greek-mythology-iv-reconstructing-herakles-backward-in- time/ Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:42179409 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Classical Inquiries Editors: Angelia Hanhardt and Keith Stone Consultant for Images: Jill Curry Robbins Online Consultant: Noel Spencer About Classical Inquiries (CI ) is an online, rapid-publication project of Harvard’s Center for Hellenic Studies, devoted to sharing some of the latest thinking on the ancient world with researchers and the general public. While articles archived in DASH represent the original Classical Inquiries posts, CI is intended to be an evolving project, providing a platform for public dialogue between authors and readers. Please visit http://nrs.harvard.edu/urn-3:hul.eresource:Classical_Inquiries for the latest version of this article, which may include corrections, updates, or comments and author responses. Additionally, many of the studies published in CI will be incorporated into future CHS pub- lications. -
Iliad Teacher Sample
CONTENTS Teaching Guidelines ...................................................4 Appendix Book 1: The Anger of Achilles ...................................6 Genealogies ...............................................................57 Book 2: Before Battle ................................................8 Alternate Names in Homer’s Iliad ..............................58 Book 3: Dueling .........................................................10 The Friends and Foes of Homer’s Iliad ......................59 Book 4: From Truce to War ........................................12 Weaponry and Armor in Homer..................................61 Book 5: Diomed’s Day ...............................................14 Ship Terminology in Homer .......................................63 Book 6: Tides of War .................................................16 Character References in the Iliad ...............................65 Book 7: A Duel, a Truce, a Wall .................................18 Iliad Tests & Keys .....................................................67 Book 8: Zeus Takes Charge ........................................20 Book 9: Agamemnon’s Day ........................................22 Book 10: Spies ...........................................................24 Book 11: The Wounded ..............................................26 Book 12: Breach ........................................................28 Book 13: Tug of War ..................................................30 Book 14: Return to the Fray .......................................32 -
Black Odysseus, White Caesar: When Did "White People" Become "White"? Author(S): James H
Black Odysseus, White Caesar: When Did "White People" Become "White"? Author(s): James H. Dee Source: The Classical Journal, Vol. 99, No. 2 (Dec., 2003 - Jan., 2004), pp. 157-167 Published by: The Classical Association of the Middle West and South Stable URL: http://www.jstor.org/stable/3298065 . Accessed: 10/01/2014 10:38 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The Classical Association of the Middle West and South is collaborating with JSTOR to digitize, preserve and extend access to The Classical Journal. http://www.jstor.org This content downloaded from 140.141.14.5 on Fri, 10 Jan 2014 10:38:29 AM All use subject to JSTOR Terms and Conditions BLACK ODYSSEUS, WHITE CAESAR:WHEN DID "WHITE PEOPLE"BECOME "WHITE"? Nil nimium studeo, Caesar,tibi velle placere, nec scire utrumsis albus an aterhomo. Catullus' poem 93 is a famous and cryptic invective against Julius Caesar which concludes with the pointed remark, "I don't care to know whether you are a white or a black man." The phrase is a well-attested proverbial expression for complete in- difference about someone; most of the parallels cited by moderns are already gathered in Erasmus' Adagia at Chilias I, Centuria 6, No. -
Inventory of Dual Forms in the Iliad
Carolin Hahnemann, Professor of Classics, Kenyon College, Gambier, OH 43022, USA [email protected] INVENTORY OF DUAL FORMS IN THE ILIAD This table follows the text of West’s Teubner edition; only occasionally does it record a dual reading reported in the critical apparatus. Since my primary interests concerns the different types of referents that take dual forms, in the fourth column after the name of the speaker (in capital letters) I distinguish the following types: Abstract Concepts Measure Objects Bodypart Nature Animal Persons Within the last group I have tentatively sought to establish the following subgroups: Sexual Couple Parent and Child Sibling Pair Equals in Action General Collective Many entries contain additional notes. Regarding these it is important to know that I started to add the label “formula” only late; hence it is very often missing. By “necessary dual” I mean forms for which no plural alternative exists such as the numeral. I can see two kinds of additional information that would help to provide a more well-rounded picture of the use of the dual in the Iliad. (1) Morphological analysis of each dual form would show the spread of dual forms according to part of speech as well as case, gender and declension for nouns and person, tense, mood, voice for verbs. (2) Tracking of the sequence of dual and plural per passage would give a sense of high versus low incidence of dual forms and also show whether dual forms gravitate toward are particular position within the passage such as its beginning or end. It is my hope that the table may prove useful to other scholars and will gladly provide microsoft versions for anybody who would like to adapt or build on the existing material as part of his or her own investigation (see email address in header). -
An Analysis of Heracles As a Tragic Hero in the Trachiniae and the Heracles
The Suffering Heracles: An Analysis of Heracles as a Tragic Hero in The Trachiniae and the Heracles by Daniel Rom Thesis presented for the Master’s Degree in Ancient Cultures in the Faculty of Arts and Social Sciences, at Stellenbosch University Supervisor: Prof. Annemaré Kotzé March 2016 Stellenbosch University https://scholar.sun.ac.za Declaration By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification. March 2016 Copyright © 2016 Stellenbosch University All rights reserved Stellenbosch University https://scholar.sun.ac.za Abstract This thesis is an examination of the portrayals of the Ancient Greek mythological hero Heracles in two fifth century BCE tragic plays: The Trachiniae by Sophocles, and the Heracles by Euripides. Based on existing research that was examined, this thesis echoes the claim made by several sources that there is a conceptual link between both these plays in terms of how they treat Heracles as a character on stage. Fundamentally, this claim is that these two plays portray Heracles as a suffering, tragic figure in a way that other theatre portrayals of him up until the fifth century BCE had failed to do in such a notable manner. This thesis links this claim with a another point raised in modern scholarship: specifically, that Heracles‟ character and development as a mythical hero in the Ancient Greek world had given him a distinct position as a demi-god, and this in turn affected how he was approached as a character on stage. -
Astrocladistics of the Jovian Trojan Swarms
MNRAS 000,1–26 (2020) Preprint 23 March 2021 Compiled using MNRAS LATEX style file v3.0 Astrocladistics of the Jovian Trojan Swarms Timothy R. Holt,1,2¢ Jonathan Horner,1 David Nesvorný,2 Rachel King,1 Marcel Popescu,3 Brad D. Carter,1 and Christopher C. E. Tylor,1 1Centre for Astrophysics, University of Southern Queensland, Toowoomba, QLD, Australia 2Department of Space Studies, Southwest Research Institute, Boulder, CO. USA. 3Astronomical Institute of the Romanian Academy, Bucharest, Romania. Accepted XXX. Received YYY; in original form ZZZ ABSTRACT The Jovian Trojans are two swarms of small objects that share Jupiter’s orbit, clustered around the leading and trailing Lagrange points, L4 and L5. In this work, we investigate the Jovian Trojan population using the technique of astrocladistics, an adaptation of the ‘tree of life’ approach used in biology. We combine colour data from WISE, SDSS, Gaia DR2 and MOVIS surveys with knowledge of the physical and orbital characteristics of the Trojans, to generate a classification tree composed of clans with distinctive characteristics. We identify 48 clans, indicating groups of objects that possibly share a common origin. Amongst these are several that contain members of the known collisional families, though our work identifies subtleties in that classification that bear future investigation. Our clans are often broken into subclans, and most can be grouped into 10 superclans, reflecting the hierarchical nature of the population. Outcomes from this project include the identification of several high priority objects for additional observations and as well as providing context for the objects to be visited by the forthcoming Lucy mission. -
Phoenix in the Iliad
University of Mary Washington Eagle Scholar Student Research Submissions Spring 5-4-2017 Phoenix in the Iliad Kati M. Justice Follow this and additional works at: https://scholar.umw.edu/student_research Part of the Classics Commons Recommended Citation Justice, Kati M., "Phoenix in the Iliad" (2017). Student Research Submissions. 152. https://scholar.umw.edu/student_research/152 This Honors Project is brought to you for free and open access by Eagle Scholar. It has been accepted for inclusion in Student Research Submissions by an authorized administrator of Eagle Scholar. For more information, please contact [email protected]. PHOENIX IN THE ILIAD An honors paper submitted to the Department of Classics, Philosophy, and Religion of the University of Mary Washington in partial fulfillment of the requirements for Departmental Honors Kati M. Justice May 2017 By signing your name below, you affirm that this work is the complete and final version of your paper submitted in partial fulfillment of a degree from the University of Mary Washington. You affirm the University of Mary Washington honor pledge: "I hereby declare upon my word of honor that I have neither given nor received unauthorized help on this work." Kati Justice 05/04/17 (digital signature) PHOENIX IN THE ILIAD Kati Justice Dr. Angela Pitts CLAS 485 April 24, 2017 2 Abstract This paper analyzes evidence to support the claim that Phoenix is an narratologically central and original Homeric character in the Iliad. Phoenix, the instructor of Achilles, tries to persuade Achilles to protect the ships of Achaeans during his speech. At the end of his speech, Phoenix tells Achilles about the story of Meleager which serves as a warning about waiting too long to fight the Trojans. -
Homer's Use of Myth Françoise Létoublon
Homer’s Use of Myth Françoise Létoublon Epic and Mythology The Homeric Epics are probably the oldest Greek literary texts that we have,1 and their subject is select episodes from the Trojan War. The Iliad deals with a short period in the tenth year of the war;2 the Odyssey is set in the period covered by Odysseus’ return from the war to his homeland of Ithaca, beginning with his departure from Calypso’s island after a 7-year stay. The Trojan War was actually the material for a large body of legend that formed a major part of Greek myth (see Introduction). But the narrative itself cannot be taken as a mythographic one, unlike the narrative of Hesiod (see ch. 1.3) - its purpose is not to narrate myth. Epic and myth may be closely linked, but they are not identical (see Introduction), and the distance between the two poses a particular difficulty for us as we try to negotiate the the mythological material that the narrative on the one hand tells and on the other hand only alludes to. Allusion will become a key term as we progress. The Trojan War, as a whole then, was the material dealt with in the collection of epics known as the ‘Epic Cycle’, but which the Iliad and Odyssey allude to. The Epic Cycle however does not survive except for a few fragments and short summaries by a late author, but it was an important source for classical tragedy, and for later epics that aimed to fill in the gaps left by Homer, whether in Greek - the Posthomerica of Quintus of Smyrna (maybe 3 c AD), and the Capture of Troy of Tryphiodoros (3 c AD) - or in Latin - Virgil’s Aeneid (1 c BC), or Ovid’s ‘Iliad’ in the Metamorphoses (1 c AD). -
Groovy Greeks
Welcome to the Teachers’ Pack for GROOVY GREEKS GROOVY GREEKS takes you an exciting adventure through Greek civilisation starting with the Mycenaeans as we journey to Troy to see the Trojan horse. We discover the differences between growing up in Sparta and Athens and how the two cities dominated the country. We take part in a Greek play and join competitors in the first ever Olympic games. We learn about slaves, discover democracy and meet great philosophers and thinkers. We enter a Greek hospital to test ancient medicine and meet Hippocrates. The Greek gods Zeus, Poseidon and Athena compete for our attention and we enter the world of myth to confront the Minotaur of Crete. When the Persians invade we face them at Thermopylae and take to the seas to shatter their ships at Salamis. This two hour show is a fantastic journey into Ancient Greece in a gripping and awesome production to help you cover the new history curriculum. The following sections will help you cover the period with your students. We would be delighted to receive your feedback on this pack and we look forward to seeing you at the show! [email protected] The Trojan Horse The story of the wooden horse and the destruction of the city of Troy, first appears in the poet Homer’s work ‘The Iliad ’which was probably written several hundred years after the siege was supposed to have happened. Historians have debated its authenticity for years, but true or not it remains one of the most famous Ancient Greek legends. The Greek Prince Paris, son of King Priam of Troy, had fallen in love with the most beautiful woman in the world, Helen. -
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.