The Transition of Technical Terminology in Pagan And

Total Page:16

File Type:pdf, Size:1020Kb

The Transition of Technical Terminology in Pagan And THE TRANSITION OF TECHNICAL TERMINOLOGY IN PAGAN AND CHRISTIAN RHETORIC A Thesis Presented to the faculty of the Department of Communication Studies California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in Communication Studies by Nathan P. D. Thompson Spring 2014 © 2014 Nathan P. D. Thompson ALL RIGHTS RESERVED ii THE TRANSITION OF TECHNICAL TERMINOLOGY IN PAGAN AND CHRISTIAN RHETORIC A Thesis by Nathan P. D. Thompson Approved by: , Committee Chair Dr. Mark A. Williams , Second Reader Dr. Christine Miller , Third Reader Dr. Nicholas Burnett Date iii Student: Nathan P. D. Thompson I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis. , Graduate Coordinator Dr. Sean D. Zuckerman Date Department of Communication Studies iv Abstract of THE TRANSITION OF TECHNICAL TERMINOLOGY IN PAGAN AND CHRISTIAN RHETORIC by Nathan P. D. Thompson This thesis employs a close textual analysis to trace the rhetorical evolution of obscuritas, gravitas, and imitatio from Pagan to Christian stylistic principles. Every occurrence of these technically charged rhetorical terms was examined in books eight and ten of Quintilian’s de Institutio Oratoria and book four of Augustine’s de Doctrina Christiana. Through a close reading of these texts, it was discovered that Augustine adapted all three terms as part of the new Christian culture. Furthermore, these adaptations were largely caused by the Christianized redefinition of virtus. As a result of this thesis, we now better understand certain aspects of a critical point in rhetorical history as the art of rhetoric transitioned from Pagan to Christian use. , Committee Chair Dr. Mark A. Williams Date v ACKNOWLEDGEMENTS To Dr. Mark Williams: Alii magistrii docent ut ei se loquor audient; alii magistrii docent ut alteri se loquor audient; nemo pro pecunia docet. Alii autem magistrii pro amore sapientiae docent et hanc sapientiam cum suis discipulis communicare volunt. Ego fortunatus sum quod tu proximum exemplum es quod optimum exemplum est. Ante te ego sententiam scivi "in vino veritas" sed tu me docuisti "in sapienta vita." Ego pecuniam tibi reddere non teneo; ego bona tibi reddere non teneo; ego paene nihil tibi reddere non teneo praeter haec verba: ad suasorem, ad magistrum, ad amicum... Gratias ago tibi. vi Also, my sincerest thanks to Dr. Nicholas Burnett and Dr. Christine Miller for agreeing to read, edit, and challenge this thesis. I have been told it is difficult to find and organize committees but thanks to your remarkable flexibility and patience, I do not know these difficulties first hand. Furthermore, I cannot thank you enough for your valuable insight which pointed me in directions that I would have altogether missed and saved me from producing a lesser project. My only regret is that our time together was so limited and I hope your students know how lucky they are to learn from you! Though my gratitude exceeds my eloquence, I would like you both to know that I truly could not have succeeded without your help. Thank you. Finally, thank you to my family, friends, and ma belle. Mom and Dad, thank you for your relentless support. Brothers, thank you for your infinite encouragement. Jack, thank you for always being there no matter how hectic life gets. May the JackThan live. Ma Belle, thank you for your love and patience throughout this entire process. Je t’aime. vii TABLE OF CONTENTS Page Acknowledgements ...................................................................................................... vi List of Tables .............................................................................................................. xi Chapter 1. Technical Vocabulary .......................................................................................... 1 I. Technical Vocabulary..........................................................................................2 I.a Technical Vocabulary in Modern Scholarship ............................................2 I.b Technical Vocabulary in the Classical World .............................................8 II. The Literary Criticism of Photius ...................................................................14 III. Saint Augustine and de Doctrina Christiana..................................................17 IV. Quintilian ........................................................................................................19 IV.a Quintilian and de Institutio Oratoria ......................................................19 IV.b Quintilian Representing Pagan Rhetoric ................................................21 V. Methodology ....................................................................................................23 2. Obscuritas ............................................................................................................. 26 I. Quintilian on Obscuritas ...................................................................................26 I.a Six Causes of Obscuritas ............................................................................30 II.b Quintilian on Ambiguitas ..........................................................................36 II. Augustine on Obscuritas..................................................................................41 III. Revisiting Augustine’s “Rejection” of Quintilianic Principles ......................48 III.a Considering Time .................................................................................52 viii III.b. Considering Audience..........................................................................53 III.c Considering Subject Matter..................................................................54 III.d Quintilian and Augustine in Context ...................................................57 IV. Conclusion ......................................................................................................61 3. Gravitas ..............................................................................................................63 I. Gravitas in Roman Antiquity ...........................................................................64 II. Gravitas in Quintilian.......................................................................................67 III. Augustine and Gravitas...................................................................................76 IV. Conclusion ......................................................................................................88 4. Imitatio .................................................................................................................. 91 I. Quintilian and Imitatio .....................................................................................98 I.a Imitation Insufficient ..............................................................................99 I.b Who Should Be Imitated ......................................................................103 I.c Limitations of Imitatio ..........................................................................106 I.d Quintilian’s Concluding Remarks on Imitatio......................................107 II. Augustine and Imitatio...................................................................................109 II.a Contextualizing Imitatio in Augustine ................................................110 II.b Who the Christian Orator Should Imitate ...........................................115 III. Conclusions...................................................................................................121 5. Conclusion ..........................................................................................................127 I. Research Question One ..................................................................................127 ix II. Research Question Two .................................................................................133 III. Limitations and Future Research ..................................................................141 Work Cited................................................................................................................ 145 x LIST OF TABLES Tables Page 1. Obscuritas, -atis in books eight and ten of de Institutio Oratoria .………… 26 2. Obscuritas, -atis in book four of de Doctrina Christiana……………………41 3. Gravitas, -atis in book eight and ten, de Instituto Oratioria…………………68 4. Gravitas, -atis in book four of de Doctrina Christiana ……………………...77 5. Imitatio, -onis in books eight and ten of de Institutio Oratoria ……..………93 6. Imitatio, -onis in book four of de Doctrina Christiana……..………………113 xi 1 Chapter One: Technical Vocabulary During the second C.E. a prominent Greek scholar, Hermogenes of Tarsus, outlined systematic categories of eloquence in his work On Types of Style, which would go on to influence rhetoricians for centuries to come. One example of this influence was on Photius, the ninth century Patriarch of Constantinople in the Byzantine East, who drew from Hermogenes’ work and adapted style to fit the needs of the church. In other words, Hermogenes had classified types of style to be used in “Pagan” rhetoric and Photius modified the former’s system to function in Christian rhetoric. Recognizing this process, George L. Kustas illustrated the “Christianization of style” by examining the Greek works of both Hermogenes and Photius. More than
Recommended publications
  • From Seven Hills to Three Continents: the Art of Ancient Rome 753 BCE – According to Legend, Rome Was Founded by Romulus and Remus
    From Seven Hills to Three Continents: The Art of Ancient Rome 753 BCE – According to legend, Rome was founded by Romulus and Remus. According to Virgil, Romulus and Remus were descendants of Aeneas, son of Aphrodite. Capitoline Wolf, from Rome, Italy, ca. 500–480 BCE. Bronze, approx. 2’ 7 1/2” high. Palazzo dei Conservatori, Rome. The Great Empire: The Republic of Rome http://www.youtube.com/watch?v=yvsbfoKgG-8 The Roman Republic (Late 6th – 1st c. BCE) 509 BC- Expulsion of the Etruscan Kings and establishment of the Roman Republic 27 BC – End of the Republic - Augustus Becomes the First Emperor of Rome This formula is referring to the government of the Roman Republic, and was used as an official signature of the government. Senatus Populusque Romanus "The Roman Senate and People“ The Roman constitution was a republic in the modern sense of the word, in that the supreme power rested with the people; and the right to take part in political life was given to all adult male citizens. Although it was thus nominally a democracy in that all laws had to be approved by an assembly of citizens, the republic was in fact organized as an aristocracy or broad based oligarchy, governed by a fairly small group of about fifty noble families. Sculpture Roman with Busts of Ancestors 1st c. BCE-1st c. CE Roman Republican sculpture is noted for its patrician portraits employing a verism (extreme realism) derived from the patrician cult of ancestors and the practice of making likenesses of the deceased from wax death-masks.
    [Show full text]
  • Birthday Rituals: Friends and Patrons in Roman Poetry and Cult Author(S): Kathryn Argetsinger Source: Classical Antiquity, Vol
    Birthday Rituals: Friends and Patrons in Roman Poetry and Cult Author(s): Kathryn Argetsinger Source: Classical Antiquity, Vol. 11, No. 2 (Oct., 1992), pp. 175-193 Published by: University of California Press Stable URL: https://www.jstor.org/stable/25010971 Accessed: 30-07-2018 15:30 UTC REFERENCES Linked references are available on JSTOR for this article: https://www.jstor.org/stable/25010971?seq=1&cid=pdf-reference#references_tab_contents You may need to log in to JSTOR to access the linked references. 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]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Classical Antiquity This content downloaded from 165.123.34.86 on Mon, 30 Jul 2018 15:30:54 UTC All use subject to https://about.jstor.org/terms KATHRYN ARGETSINGER Birthday Rituals: Friends and Patrons in Roman Poetry and Cult THE PEOPLE OF late republican Rome celebrated at least three different types of dies natales. In the private sphere, Roman men and women marked their own birthdays and the birthdays of family members and friends with gift giving and banquets. In the public sphere, the natales of temples and the natales of cities were observed; these "birthdays" were actually the anniversaries of the days on which particular cults, or cities, had been founded.1 In addition to these, from the time of the principate, the people of Rome celebrated annually the birthdays of past and present emperors and members of the imperial family, as well as the emperors' natales imperii, or accession days.
    [Show full text]
  • Aurelius Augustine's-Use Or Discarding of the Classical Methodology of Education to Promote the Christian Faith
    Concordia Seminary - Saint Louis Scholarly Resources from Concordia Seminary Master of Sacred Theology Thesis Concordia Seminary Scholarship 4-1-1999 Aurelius Augustine's-Use or Discarding of the Classical Methodology of Education to Promote the Christian Faith Gordon Beck Concordia Seminary, St. Louis, [email protected] Follow this and additional works at: https://scholar.csl.edu/stm Part of the Christianity Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Recommended Citation Beck, Gordon, "Aurelius Augustine's-Use or Discarding of the Classical Methodology of Education to Promote the Christian Faith" (1999). Master of Sacred Theology Thesis. 42. https://scholar.csl.edu/stm/42 This Thesis is brought to you for free and open access by the Concordia Seminary Scholarship at Scholarly Resources from Concordia Seminary. It has been accepted for inclusion in Master of Sacred Theology Thesis by an authorized administrator of Scholarly Resources from Concordia Seminary. For more information, please contact [email protected]. Aurelius Augustine's Use or Discarding of The Classical Methodology of Education to Promote the Christian Faith A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree MASTER OF SACRED THEOLOGY at Concordia Seminary, St. Louis, MO 1999 by Gordon A. Beck Spring 1999 Table of Contents A chronological table of Augustine's Life Page i The outline Page iii Introduction Page 13 The Homeric paideia Page 21 The classical philosophical and rhetorical traditions Page 23 The
    [Show full text]
  • The Rhetoricity of Ovid's Construction of Exile and the Poeta
    THE RHETORICITY OF OVID'S CONSTRUCTION OF EXILE AND THE POETA STRUCTUS EXSULIS (WITH A SPECIAL ADDENDUM CONCERNING ALEXANDER PUSHKIN) by SAMANTHA C. TOMAN A THESIS Presented to the Department of Classics and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Master of Arts June 2012 THESIS APPROVAL PAGE Student: Samantha C. Toman Title: The Rhetoricity of Ovid's Construction of Exile and the Poeta Structus Exsulis (With a Special Addendum Concerning Alexander Pushkin) This thesis has been accepted and approved in partial fulfillment of the requirements for the Master of Arts degree in the Department of Classics by: P. Lowell Bowditch Chair Katya Hokanson Member and Kimberly Andrews Espy Vice President for Research and Innovation/ Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2012 ii © 2012 Samantha C. Toman iii THESIS ABSTRACT Samantha C. Toman Master of Arts Department of Classics June 2012 Title: The Rhetoricity of Ovid’s Construction of Exile and the Poeta Structus Exsulis (With a Special Addendum Concerning Alexander Pushkin) In Ovid’s Tristia and Epistulae Ex Ponto, the Latin poet constructs an elaborate poetic persona endowed with its own agency, which evokes the sympathy of the reader through engaging in various modes of discourse. This inquiry examines, in depth, how Ovid fashioned his poeta structus through complex modes of discourse and from making use of conventions of genre, namely elegy and epic. These modes of discourse are identified and explored, as well as Ovid’s markedly hyperbolic treatment of the landscape and inhabitants of his exilic outpost of Tomis on the Black Sea.
    [Show full text]
  • A Study of Greek and Roman Stylistic Elements in the Portraiture of Livia Drusilla
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work 5-2015 A Study of Greek and Roman Stylistic Elements in the Portraiture of Livia Drusilla Chloe Elizabeth Lovelace [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Part of the Classical Archaeology and Art History Commons Recommended Citation Lovelace, Chloe Elizabeth, "A Study of Greek and Roman Stylistic Elements in the Portraiture of Livia Drusilla" (2015). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/1857 This Dissertation/Thesis is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. A Study of Greek and Roman Stylistic Elements in the Portraiture of Livia Drusilla Honors Thesis Project Chloe Lovelace Faculty Advisor: Dr. Stephen Collins-Elliott Department of Classics 1 Introduction For the past three-hundred years or so, the study of Roman art has been seen through the lens of the 18 th century German elite; their writings have been translated, analyzed, debunked, praised, but we cannot remove ourselves from their original work, or their original prejudices. Though revolutionary, establishing the nascence of art history itself, they limited Roman art to a category of imitation, rather than viewing it as art on its own. Rome is punished eternally for the arbitration of time—its place later in history has given it a reputation as a state of cultural appropriation.
    [Show full text]
  • The Episodes in Virgil's Aeneid
    Loyola University Chicago Loyola eCommons Master's Theses Theses and Dissertations 1945 The Episodes in Virgil's Aeneid James E. Busch Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_theses Part of the Classical Literature and Philology Commons Recommended Citation Busch, James E., "The Episodes in Virgil's Aeneid" (1945). Master's Theses. 82. https://ecommons.luc.edu/luc_theses/82 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 © 1945 James E. Busch THE EPISODES IN VIRGIL'S AENEID BY JAMES E. BUSCH, C. P. ~ THESIS SUBMITTED IN PARTIAL FULFILLMENT or THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN LOYOLA UNIVERSITY NOVEMBER 1945 VITA James Edwin Busch. C. P. was born in Chicago, Illinois. June 23, 1916. After receiving his elementary eduoation at St. Viator's Grammar Sohool, Chioago. Illinois, he entered the Passionist Preparatory Seminary at Normandy, Missouri. in September, 1930. He was graduated from the Preparatory Seminary and entered the Novitiate of the Passionists at Louisville, Kentuoky, in June, 1935. Atter a year at Louis­ Ville, Kentuoky. he was ,transferred to Detroit, Miohigan, where he studied Philosophy. In 1939. he finished his three year Philosophy oourse and received his BaChelor of Arts degree at Detreit, Miohigan. He returned to Chioago.
    [Show full text]
  • OEAGR Kaster
    Values and Virtues, Roman. Roman morality was in decline for much of Rome’s history—or so we would infer from a recurrent refrain heard virtually from one end of classical antiquity to the other . Here is one voice among many, the historian Tacitus (c. 56–after 118 CE), drawing a contrast between ancient virtue and subsequent vice (Annals 3. 26): Nor was there need for rewards when honorable ends were by their very nature sought; and since people desired nothing contrary to established customs, they were forbidden nothing through fear of punishment. But after the principle of equality was stripped away, and ambition and force strode about in place of restraint and shame, forms of lordly power arose . For Tacitus, “established customs” guaranteed an unforced virtue, which in turn allowed a cooperative community of just, pious, and rugged equals to flourish spontaneously, needing no reward but the good opinion of their neighbors and fearing no punishment save their disapproval. It was only when those customs—collectively, mos maiorum, “the way of the elders”—were trampled underfoot by self-seeking ambition that law became necessary. But by then it was too late for law to undo the damage. So ran the story the Romans told themselves, though it is very doubtful that the idyllic community of pristine times ever existed as a historical fact. It is far more likely that the Romans wishfully projected their better selves onto an idealized past, where they might live in their imaginations the best human life they could conceive. Considered in that light, the “way of the elders” represented an ethical ideal that people might strive to attain rather than a tradition preserved from generation to generation before it was corrupted.
    [Show full text]
  • ANCIENT GREEK and LATIN: the Teaching of the Two Classical Subjects, I a COMPARISON Proceed to Their Content
    Classica, Sao Paulo, 718: 339-346, 199411995 Having stated historical-differences in ANCIENT GREEK AND LATIN: the teaching of the two classical subjects, I A COMPARISON proceed to their content. PETER WULFING Professor of Latin, 1. First, the Languages themselves. Greek Cologne University is rich in morphemes and, much more than Latin, in particles. So Greek to a greater extent expres- ses the semantic content of discourse on When the problems of our two subjects surface, whilst Latin keeps it in deep structure. are under consideration, we generally speak of I give just a few features: "ancient languages" or "classical philology" The definite article, absent from Latin. without paying much attention to the The ten participles of the Greek verb, differences between the two disciplines thus showing various relationship of time, aspect linked together. and voice; Latin has three. It is accordingly reasonable to seek The middle voice, which expresses so further facts and arguments in a study of their many shades of meaning. differences.' The considerations I am going to The optative mood in addition to the set out spring from common-place beginnings, subjunctive. but lead at least partially to useful educational The capacity to modify any word by reflexions, even concerning credentials. means of particles, whence This method would find favour with the The liberation of word-order in the structuralists, since it is they who have given a sentence. (The contrast with modern English new lease of life to that old instrument of is extreme, the latter language lacking thought, antithetical deliberation. The points syntactical signposts and so needing a rather of difference are numerous, and can easily be fixed word-order in the sentence; French and multiplied.
    [Show full text]
  • “Roman”: Creating Identity in an Expanding World by Claudia I. Arno
    How Romans Became “Roman”: Creating Identity in an Expanding World by Claudia I. Arno A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Greek and Roman History) in The University of Michigan 2012 Doctoral Committee: Professor David S. Potter, Co-Chair Professor Nicola Terrenato, Co-Chair Professor Bruce W. Frier Professor Raymond H. Van Dam © Claudia I. Arno 2012 To my family and friends, whose support is invaluable. ii Acknowledgements I owe a great many individuals and institutions thanks for their support and assistance during the years I have been researching and writing this dissertation. I would first like to thank the University of Michigan Interdepartment Program in Greek and Roman History, which promotes the interdisciplinary study of Classics and History, and with which I am very proud to be associated. I am also grateful to the University of Michigan History and Classics Departments, whose cooperation makes IPGRH possible. I would especially like to thank my graduate colleagues in IPGRH, Classics, and History, who have made my graduate experience so enjoyable and rewarding. The staffs at the Univeristy of Michigan and UCLA libraries, as well as the UCLA History Department, and in particular Professor David Phillips, were critical in helping me obtain access to research materials while I was living in Michigan, Los Angeles, and Boston. I would also like to express my deep admiration for Dr. Susan Lipshutz, who I unfortunately never had the opportunity to meet, but whose devotion to the success of women in academia inspired the creation of an award fund from which I received valuable support.
    [Show full text]
  • Reciprocity and the Chaos/Order Opposition in Virgil's Aeneid
    University of Mary Washington Eagle Scholar Student Research Submissions Spring 4-24-2009 Bearing Gifts: Reciprocity and the Chaos/Order Opposition in Virgil's Aeneid Hillary Gatlin Follow this and additional works at: https://scholar.umw.edu/student_research Part of the Classics Commons Recommended Citation Gatlin, Hillary, "Bearing Gifts: Reciprocity and the Chaos/Order Opposition in Virgil's Aeneid" (2009). Student Research Submissions. 123. https://scholar.umw.edu/student_research/123 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]. Gatlin 1 I. Introduction: Timeo danaos et dona ferentis ~I fear the Greeks, especially bearing gifts (Aeneid 2.49) The above quote is one of the most famous in literature and takes place in a crucial moment in Virgil’s epic poem, the Aeneid. Laocoon, the Trojan priest, does not trust the intentions of the Trojan Horse and intends to destroy it. He refers to the Trojan Horse as a gift to be feared. But what makes this gift an object to be feared? The answer is a complex one, because the Trojan Horse is simply one part of a pattern of reciprocity present throughout the Aeneid. In this paper, I examine both the function of this pattern of reciprocity within the Aeneid and, by placing the Aeneid in multiple contexts, examine how this pattern of gift giving relates to the society and culture in Augustan Rome. I have analyzed the pattern of gift giving in the Aeneid using structural oppositions.
    [Show full text]
  • The Complementarity of Plutarch's Πῶς Δεῖ Τὸν Νέον Ποιημάτων
    Xenophontos, S. (2010) ‘The complementarity of Plutarch’s Πῶς δεῖ τὸν νζον ποιημάτων ἀκούειν and Περὶ τοῦ ἀκούειν: Two educational ‘sessions’ (re)visited’ Rosetta 8.5: 164-185. http://www.rosetta.bham.ac.uk/issue8supp/xenophontos_plutarch/ Rosetta 8.5. http://www.rosetta.bham.ac.uk/issue8supp/xenophontos_plutarch/ The complementarity of Plutarch’s Πῶς δεῖ τὸν νέον ποιημάτων ἀκούειν and Περὶ τοῦ ἀκούειν: Two educational ‘sessions’ (re)visited* Sophia Xenophontos Magdalen College – University of Oxford Introduction Πῶο δεῖ ηὸλ λένλ πνηεκάησλ ἀθνύεηλ and Πεξὶ ηνῦ ἀθνύεηλ1 belong to the wider group of Plutarch’s educational works. In fact they are considered to be among the essays which are most representative of Plutarch’s pedagogic convictions. The first reason that might encourage us to bring the two treatises into close correlation, and even suspect that they might be complementary, is the similarity of their titles, and most specifically the use of the same term ἀθνύεηλ. Even though we cannot be certain whether the titles are owed to Plutarch himself, the suggestion of the complementarity of the two essays is not unjustified. The second essay in particular is likely to have the title that Plutarch himself would have given or did give it, if we consider the first line of the essay itself, where ‘πεξὶ ηνῦ ἀθνύεηλ’ is explicitly stated: ‘ηὴλ γελνκέλελ κνη ζρνιὴλ πεξὶ ηνῦ ἀθνύεηλ, ὦ Νίθαλδξε, ἀπέζηαιθά ζνη γξάςαο’ (37C); and whoever gave the first work its title accurately reflected the emphasis of both essays, given the frequency of the word ἀθνύεηλ throughout. On the other hand, the issue of the dating of the two essays does not seem particularly relevant to the suggestion of their ‘companionship’.
    [Show full text]
  • A History of Rome to 565 A. D. by Arthur Edward Romilly Boak
    The Project Gutenberg EBook of A History of Rome to 565 A. D. by Arthur Edward Romilly Boak This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at http://www.gutenberg.org/license Title: A History of Rome to 565 A. D. Author: Arthur Edward Romilly Boak Release Date: May 31, 2010 [Ebook 32624] Language: English ***START OF THE PROJECT GUTENBERG EBOOK A HISTORY OF ROME TO 565 A. D.*** A HISTORY OF ROME TO 565 A. D. BY ARTHUR E. R. BOAK, Ph. D., Professor of Ancient History in the University of Michigan v New York THE MACMILLAN COMPANY 1921 All rights reserved COPYRIGHT, 1921. By THE MACMILLAN COMPANY. Set up and electrotyped. Published December, 1921. vii PRINTED IN THE UNITED STATES OF AMERICA [v] PREFACE This sketch of the History of Rome to 565 A. D. is primarily intended to meet the needs of introductory college courses in Roman History. However, it is hoped that it may also prove of service as a handbook for students of Roman life and literature in general. It is with the latter in mind that I have added the bibliographical note. Naturally, within the brief limits of such a text, it was impossible to defend the point of view adopted on disputed points or to take notice of divergent opinions. Therefore, to show the great debt which I owe to the work of others, and to provide those interested in particular problems with some guide to more detailed study, I have given a list of selected references, which express, I believe, the prevailing views of modern scholarship upon the various phases of Roman History.
    [Show full text]