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Phaedrus Plato
Phaedrus Plato TRANSLATED BY BENJAMIN JOWETT ROMAN ROADS MEDIA Classical education, from a Christian perspective, created for the homeschool. Roman Roads combines its technical expertise with the experience of established authorities in the field of classical education to create quality video courses and resources tailored to the homeschooler. Just as the first century roads of the Roman Empire were the physical means by which the early church spread the gospel far and wide, so Roman Roads Media uses today’s technology to bring timeless truth, goodness, and beauty into your home. By combining excellent instruction augmented with visual aids and examples, we help inspire in your children a lifelong love of learning. Phaedrus by Plato translated by Benjamin Jowett This text was designed to accompany Roman Roads Media's 4-year video course Old Western Culture: A Christian Approach to the Great Books. For more information visit: www.romanroadsmedia.com. Other video courses by Roman Roads Media include: Grammar of Poetry featuring Matt Whitling Introductory Logic taught by Jim Nance Intermediate Logic taught by Jim Nance French Cuisine taught by Francis Foucachon Copyright © 2013 by Roman Roads Media, LLC Roman Roads Media 739 S Hayes St, Moscow, Idaho 83843 A ROMAN ROADS ETEXT Phaedrus Plato TRANSLATED BY BENJAMIN JOWETT INTRODUCTION The Phaedrus is closely connected with the Symposium, and may be regarded either as introducing or following it. The two Dialogues together contain the whole philosophy of Plato on the nature of love, which in the Republic and in the later writings of Plato is only introduced playfully or as a figure of speech. -
Stasis-Theory in Homeric Commentary
This is a repository copy of Stasis-theory in Homeric commentary . White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/390/ Article: Heath, M. (1993) Stasis-theory in Homeric commentary. Mnemosyne, 46 (3). pp. 356-363. ISSN 0026-7074 Reuse See Attached Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ Mnemosyne 46 (1993), 356-63 St£sij-theory in Homeric commentary Malcolm Heath University of Leeds ABSTRACT: (i) Analysis of the small number of references to the rhetorical theory of stasis (issue-theory) in the Homeric scholia shows that they assume a modified version of the theory of Athenaeus, a contemporary and rival of Hermagoras of Temnos. (ii) In his discussion of Agamemnon's speech in Iliad 3.456-60 Eustathius follows the discussion in Plutarch Quaestiones convivales 9.13, rather than that in the scholia. It is shown that this is justified on technical grounds. The interpretation in the scholia does not fit Agamemnon's speech, and must have originated in a discussion of the attested Homeric 'problem' concerning claims that the Trojans had broken their oath. I The sporadic references to st£sij-theory in the scholia to the Iliad employ an unusual terminology.1 The following terms are found: (A1) parormhtik» (9.228; 23.594); (A2) katastocastik» (18.497-8); (A3) ¢lloiwtik» (1.118; 8.424; 9.228, 312-3), of which tÕ ØpallaktikÒn is a part (9.228); (A4) dikaiologik» (23.594);2 (A5) ·htÕn kaˆ di£noia (3.457). -
Plato's Phaedrus and Apuleius' Metamorphoses1
“Necessary Roughness”: Plato’s Phaedrus and Apuleius’ Metamorphoses1 JEFFREY T. WINKLE Calvin College Introduction Readers of Apuleius have long recognized the influence of Plato’s Phaedrus (along with other Platonic works) on his Metamorphoses, especially in the allegorical elements of the “Cupid and Psyche” centerpiece.2 Outside of “Cu- pid and Psyche” a handful of other allusions to the Phaedrus in the novel have been widely noted3 but it is the contention of this essay that elements of Plato’s Phaedrus are more deeply embedded in the themes and overall narrative(s) of the Apuleian novel than previously recognized. Reading the whole of the novel closely against the Phaedrus reveals that just as this particular dialogue provides a useful interpretive touchstone for the “Cupid and Psyche” tale, it functions in a similar and deliberate way for the novel’s principal narrative concerning Lucius, acting as backdrop to and underlining what we might call his fall and redemption. What follows is not an argument that the Phaedrus ————— 1 I am very grateful to my colleagues Ken Bratt, U.S. Dhuga, and David Noe for their helpful comments on an early draft of the essay as well as to Luca Graverini and the journal refer- ees especially for bringing me up to speed on recent scholarship and talking me down from particular interpretive ledges. 2 For Phaedrean (and other Platonic) influence on Cupid and Psyche see: Hooker 1955; Walsh 1970, 55ff, 195, 206ff; Penwill 1975; Anderson 1982, 75-85; Kenney 1990, 17-22; Schlam 1992, 82-98; Shumate 1996, 259ff; Dowden 1998; O’Brien 1998; Zimmerman 2004; Graverini 2012a, 112-113. -
Latin Criticism of the Early Empire Pp
Cambridge Histories Online http://universitypublishingonline.org/cambridge/histories/ The Cambridge History of Literary Criticism Edited by George Alexander Kennedy Book DOI: http://dx.doi.org/10.1017/CHOL9780521300063 Online ISBN: 9781139055338 Hardback ISBN: 9780521300063 Paperback ISBN: 9780521317177 Chapter 9 - Latin Criticism of the Early Empire pp. 274-296 Chapter DOI: http://dx.doi.org/10.1017/CHOL9780521300063.010 Cambridge University Press LATIN CRITICISM OF THE EARLY EMPIRE The name 'Silver Latin' is often given to the literature of the first century of the Christian era and is generally understood to imply its inferiority to the Golden Age of the late Republic and Augustan era. Analogy with the five Hesiodic ages, in which the silver age was both later and less worthy than the golden, suggests the cliche of decline. To what extent did the Romans of the early imperial period feel that they and their contemporaries were a falling away from the previous generation? We will see that the change in form of government, by denying opportunities for significant political speech, trivialised the art of oratory. But was there any such external constraint on poetry? Modern critics have reproached Silver Latin epic and tragedy with being 'rhetorical'. Certainly it is clear from Tacitus' Dialogus that men thwarted from political expression transferred to the safer vehicle of historical or mythical poetry both the techniques and ideals of public oratory. But just as no one suggests that Juvenal's satires were poorer compositions because of his apparent rhetorical skill, so rhetorical colouring in the higher poetic genres of tragedy and epic is not necessarily a fault. -
Introduction
INTRODUCTION Livy the Historian Livy , or in full Titus Livius, was born at Patavium in northern Italy (Padua today) in 59 bc, and so lived through the turbulent years of the fall of the Roman Republic into the calm and politically controlled era of one-man rule under Augustus and his successor Tiberius. 1 According to St Jerome’s Chronicle he died in ad 17. He seems not to have held public offi ce or done any military service. Apart from some essays, now lost, on philosophy and rhetoric, he undertook in his late twenties to compose an up-to-date history of Rome drawing on mostly Roman but also some Greek predecessors. He entitled it From the Foundation of the City ( Ab Urbe Condita ): to all Romans their City was unique. The history eventually amounted to 142 books, taking Rome’s history from its traditional foundation-date of 753 bc down to the year 9 bc — a colossal achievement, much lengthier than Gibbon’s Decline and Fall , for instance. Of it only the fi rst ten Books and then Books 21–45 survive. Books 6–10 take the story of Rome from 390 bc down to the year 293. Evidence in the work indicates that Livy began writing in the early 20s bc, for around 18 bc he reached Book 28. A subheading to a surviving résumé (epitome) of the lost book 121 states that it was published after Augustus’ death in ad 14: some- thing that probably held true, too, for those that followed. The his- tory ended at the year 9 bc. -
The Sophistic Roman: Education and Status in Quintilian, Tacitus and Pliny Brandon F. Jones a Dissertation Submitted in Partial
The Sophistic Roman: Education and Status in Quintilian, Tacitus and Pliny Brandon F. Jones A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2015 Reading Committee: Alain Gowing, Chair Catherine Connors Alexander Hollmann Deborah Kamen Program Authorized to Offer Degree: Classics ©Copyright 2015 Brandon F. Jones University of Washington Abstract The Sophistic Roman: Education and Status in Quintilian, Tacitus and Pliny Brandon F. Jones Chair of Supervisory Commitee: Professor Alain Gowing Department of Classics This study is about the construction of identity and self-promotion of status by means of elite education during the first and second centuries CE, a cultural and historical period termed by many as the Second Sophistic. Though the Second Sophistic has traditionally been treated as a Greek cultural movement, individual Romans also viewed engagement with a past, Greek or otherwise, as a way of displaying education and authority, and, thereby, of promoting status. Readings of the work of Quintilian, Tacitus and Pliny, first- and second-century Latin prose authors, reveal a remarkable engagement with the methodologies and motivations employed by their Greek contemporaries—Dio of Prusa, Plutarch, Lucian and Philostratus, most particularly. The first two chapters of this study illustrate and explain the centrality of Greek in the Roman educational system. The final three chapters focus on Roman displays of that acquired Greek paideia in language, literature and oratory, respectively. As these chapters demonstrate, the social practices of paideia and their deployment were a multi-cultural phenomenon. Table of Contents Acknowledgements ........................................................................... 2 Introduction ....................................................................................... 4 Chapter One. -
Intersection of Poetic and Imperial Authority in Phaedrus’ Fables
Princeton/Stanford Working Papers in Classics The Intersection of Poetic and Imperial Authority in Phaedrus’ Fables Version 1.0 February 2008 Brigitte B. Libby Princeton University Abstract: Phaedrus wrote two fables featuring Roman emperors. In Fable 2.5 we find Emperor Tiberius giving a busybody his deserved come-uppance, and in Fable 3.10 Augustus miraculously solves a murder-suicide case. Yet couched among so many of Phaedrus’ fables that criticize authority figures, these positive portrayals of the emperors come as a surprise to the reader and present a significant problem of interpretation. In exploring the different possible readings of the two poems, this paper follows Phaedrus through a complex interpretive maze and shows how the fabulist’s own self-portrayal intersects with and colors his portrayal of the first two Roman emperors. © Brigitte B. Libby. [email protected] 1 The Intersection of Poetic and Imperial Authority in Phaedrus’ Fables1 Introduction Despite Phaedrus' status as the first versifier of the Aesopic corpus, and the first to structure these fables in a single poetic book, he has sparked little scholarly interest in the field of Roman poetry until the past decade. With the recent studies by J. Henderson and E. Champlin, however, Phaedrus has garnered both attention and praise not merely for his role in the Aesopic tradition, but also for his own achievement as an innovative fabulist. 2 Most of Phaedrus’ fables are traditional Aesopic stories starring a variety of animals and plants, but several fables are considered original to Phaedrus, as they deal with more historical or typically Roman themes such as public figures or law courts. -
Pliny, the Eruption of Vesuvius
CSCP Support Materials: Notes and Commentary Eduqas GCSE Latin Component 3A Latin Literature (Narratives) Pliny, The Eruption of Vesuvius For examination in 2020 and 2021 PUBLISHED BY THE CAMBRIDGE SCHOOL CLASSICS PROJECT Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, UK http://www.CambridgeSCP.com © University of Cambridge School Classics Project, 2019 Copyright In the case of this publication, the CSCP is waiving normal copyright provisions in that copies of this material may be made free of charge and without specific permission so long as they are for educational or personal use within the school or institution which downloads the publication. All other forms of copying (for example, for inclusion in another publication) are subject to specific permission from the Project. Image Acknowledgments Image on pg. 9 ‘Vesuvius Looms’ courtesy of Paull Young [http://www.flickr.com/photos/paullyoung/429923584/in/photostream/] Images on pg. 15 courtesy of Big Albert [https://www.flickr.com/photos/52948047@N05/24356049443] and Andrea Schaffer from Sydney, Australia [CC BY 2.0 (https://creativecommons.org/licenses/by/2.0)] Image on pg. 26 courtesy of Wellcome Images [CC BY 4.0 (https://creativecommons.org/licenses/by/4.0)] All other images taken from Cambridge Latin Course resources. First published 2019 version date: 14/08/2019 Contents Introduction .............................................................................................................. 1 Pliny the Younger .................................................................................................. -
The Educational Theory of Plutarch
A\. U. C. t A. <h. JC. DEPT. THE LffiRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES Digitized by tine Internet Arciiive in 2007 with funding from IVIicrosoft Corporation http://www.archive.org/details/educationaltlieorOOwestiala THE EDUCATIONAL THEORY OF PLUTARCH PQR REVIEW THE EDUCATIONAL THEORY OF PLUTARCH K. M. WESTAWAY, D.Lit. (Lond.) STAFF LECTURER IN CLASSICS, ROYAL HOLLOWAY COLLEGE FORMERLY CLASSICAL SCHOLAR, AND LATER MARION KENNEDY STUDENT, OF NEWNHAM COLLEGE, CAMBRIDGE LONDON UNIVERSITY OF LONDON PRESS, LTD. 17 WARWICK SQUARE, E.C.4 1922 U. C. L. A. EDUC. DEPT. U. C. L A. EDLC. DEPT. Education library LB ovroi KOt KoivQ ^vcX^dvT€? airap^v T^ <to^hxk aviOtfTov Tw 'AttoAAwvi cts rof vcwv tov iv ^€\<t}OLS, ypd.\j/avT€9 ravra, a 5^ ttoitcs v/avowii', yvwdi crauTov Kai firfiev ayav, Plato, ProtagoraSy 343 B. opa §€ KOt Tttin"! Ttt irpoypd/xfJuiTa, to 'yvto^i cravTov' Kai to ^/ir)8eva.yav.' oaa^^rjTtj(T€i^ kckcVi/kc <fiiko<r6^ovs Koi o<rov Xoywv jrXrjOo'i &<f> cxaoTOV Kadairtp otto (rirepfxaTO^ avair€<f>VKev. Plutarch, Z)^ E apud Delpbos, 385 D. 827732 PREFACE The popularity of Plutarch as the author of the Parallel Lives has never really waned. It is thus surprising that the other half of his extant work, the essays generally called by the collective title of the Moralia, should for long periods together be almost unread and unremembered. I have found in these essays an interest even greater than I had been led to expect from my love of the " Lives." In the Moralia Plutarch, the philosopher, the priest, the citizen, the father, reveals himself with an intimacy rare among the ancient Greeks. -
Phaedrus the Fabulous Author(S): Edward Champlin Source: the Journal of Roman Studies, Vol
Phaedrus the Fabulous Author(s): Edward Champlin Source: The Journal of Roman Studies, Vol. 95 (2005), pp. 97-123 Published by: Society for the Promotion of Roman Studies Stable URL: http://www.jstor.org/stable/20066819 Accessed: 23/03/2010 20:03 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=sprs. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. 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]. Society for the Promotion of Roman Studies is collaborating with JSTOR to digitize, preserve and extend access to The Journal of Roman Studies. http://www.jstor.org Phaedrus The Fabulous EDWARD CHAMPLIN I In the Prologue to the third book of his fables, Phaedrus complains bitterly to a patron. -
Living with the Gods in Fables of the Early Roman Empire
10.1628/219944615X14448150487355 Teresa Morgan Living with the Gods in Fables of the Early Roman Empire Abstract This essay builds on work by the author on ancient cognitive religiosity and the Aesopic corpus. Focusing on fables datable to the early principate, it argues that, despite their debt to Aesop, their representations of divine-human relations are in some ways distinctive. Three fables are read closely to show the complexities of reli- gious thinking, particularly about relations between individuals and gods, that may be embedded in apparently naive stories. Keywords: Aesop, Babrius, Phaedrus, Plutarch, fables, gods, cognitive religiosity, oli- gotheon, monotheism 1 Introduction Delivered by Ingenta Copyright Mohr Siebeck In a recent article, I explored evidence for popular thinking about divine- human relations in Aesopic fables, arguing that fables are an under-used resource for the study of Greco-Roman cognitive religiosity.1 This essay ? 141.211.4.224 Wed, 18 Jul 2018 13:25:51 pursues a similar theme in a related corpus: fables told or retold under the early principate. Fables hold a distinctive place in Greco-Roman culture.2 From the archaic period, if not earlier, to the end of antiquity and beyond, they were con- stantly retold and reinterpreted. Collected under the name of Aesop from at least the fourth century BCE,3 in the early principate they developed a new form, the single-authored biblion or libellus.4 They were used by philoso- 1 Morgan 2013; cf. Morgan 2007, 5–8, Kurke 2011, 2–16, chh. 2–4. 2 On the definition of fable see Morgan 2007, 57–60; the fables discussed in this paper are all so identified by their authors. -
Pliny Does Not Write History (Ep
A Curious Case: Pliny Does Not Write History (Ep. 5.8) Jonathan J. Price Pliny the Younger admired historians and historical writing. In his letters he praises History‘s virtues, values a freedman who can read history well, and above all, feels unbounded esteem for his friend Tacitus, who had gained fame while still alive for his published historical researches.1 Pliny‘s most elaborate appreciation of historiography is contained in Ep. 5.8, a letter of 105-106 CE2 addressed to Titinius Capito, who had urged Pliny to write history himself. Pliny responds to Capito by lauding history-writing as the surest means to fame and affirming his desire to take up the task, but his convoluted and confusing explanation of the reasons for his delay amount to a decisive rejection of ever writing history. The letter has been variously understood as a serious contemplation on historiography, a document of angst about his status in Rome‘s literary world, a bid to make himself the subject of history, an urbane ‗polite refusal‘ to write history.3 This paper, offered in honor of my friend and colleague Hannah Cotton,4 will argue that the letter is a subtle but demonstrative rejection of history-writing which both reflects and comments on the state of Roman historiography in Pliny‘s generation. Pliny‘s correspondent, the equestrian Cn. Octavius Titinius Capito, was a generous literary patron and the host of a well-known salon, apparently an arbiter of taste in Rome in the early second century CE.5 After a military career, he served as procurator ab * I would like to thank Werner Eck for helpful criticism.