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3714 results in Classical languages

Page 64 of 186

  • Introductory passages: Xerxes at Abydos (Histories 7.44–53)

  • from Part II - Herodotus
  • Joint Association of Classical Teachers' Greek Course
  • Book:
    A World of Heroes
    Published online:
    28 May 2018
    Print publication:
    19 February 2015, pp 89-99

  • Summary

    Introduction

    According to Herodotus, Darius, incensed by the Persian defeat at Marathon in 490 BC and still seeking vengeance for the burning of Sardis by the Ionians in 498, had been preparing a second expedition when he died (486). Xerxes, his son, inherited the throne and, as Herodotus tells it, his father’s desire for conquest and revenge. In the earlier part of Book 7, Herodotus gives a picture of the process of decision in the court of Xerxes. Mardonios urges the expedition, while Xerxes’ uncle Artabanos argues against it. The issue is settled by a dream, which threatens Xerxes with dire consequences if he does not go. Artabanos persists in his objections, claiming that dreams are nothing but confused recollections of the day’s events (7.16b; this prompted one nineteenth-century author of a standard History of Greek Literature to assert ‘Nothing can be so frivolous and absurd as the theory of dreams propounded here.’ In the post-Freudian era, which assessment seems more modern?); but later he too sees the same dream and changes his mind. Four years of preparation follow, during which vast engineering projects are set in motion (a canal across the Mt Athos peninsula, a boat bridge over the Hellespont), and the greatest army and navy ever seen is assembled (see Figure 25, p. 90). A massive undertaking indeed: Xerxes assembled his army, of perhaps some 100,000–150,000 men (modern estimates considerably modify Herodotus’ figure of 5 million), and marched them to Athens, a distance of well over 1,000 miles.

    Throughout this build-up, Herodotus takes care to show us Xerxes᾿ character. He turns savagely on Artabanos when he first argues against the expedition and just as quickly calms down again and changes his mind the next day. He whips the Hellespont and throws chains upon it when his first boat bridge is destroyed by a storm. When asked by Pythios the Lydian (who has shown him great loyalty) to spare the eldest of his five sons from the war, Xerxes replies by having this son cut in two and marching his army between the halves of his body. Now, on the eve of the invasion, Xerxes reflects on the expedition with Artabanos.

  • Introductory passage: Oedipus the king (Oedipus Tyrannus 300–862 (passim))

  • from Part III - Sophocles
  • Joint Association of Classical Teachers' Greek Course
  • Book:
    A World of Heroes
    Published online:
    28 May 2018
    Print publication:
    19 February 2015, pp 130-150

  • Summary

    Introduction

    When the play opens, Thebes is in the grip of a disastrous plague. Oedipus has sent Iokaste’s brother Kreon to the oracle at Delphi to inquire what should be done. Kreon reports that the oracle orders that the killer of Laios (king of Thebes before Oedipus) should be expelled. Oedipus utters this solemn warning (219–75; the lines in this passage are presented in the order proposed by R. D. Dawe, Sophocles Oedipus Rex – see ‘Further reading’ above):

  • I shall speak as one who played no part either in the story,

  • or in the deed. Were I working unaided,

  • I would not get far, without some evidence.

  • As it is, since it was after the murder that I became a citizen among you citizens,

  • to all Thebans I make this proclamation:

  • If any of you knows at whose hands

  • Laios, son of Labdakos, was murdered,

  • I order him to tell me everything.

  • If he is afraid, because he might be confessing his own guilt,

  • I say that he will suffer no harsh punishment:

  • he shall leave this country unharmed.

  • And if anyone knows a foreigner to be the killer,

  • he must not keep quiet. I shall settle

  • the reward, with my thanks as well.

  • But if you remain silent, and anyone in fear

  • protects a friend or indeed himself,

  • from this my edict, hear what I shall do:

  • Whoever he may be, I lay this order on the people

  • of this land, whose power and throne I control.

  • Do not take him in, do not greet him,

  • or have him join in your prayers or sacrifices to the gods,

  • or give him the lustral bowl. All are to drive him from their homes, since he

  • is our desecration, as the Pythian god

  • has revealed to me just now.

  • If any fail to do this, I pray the gods

  • to give them neither crops grown from the earth

  • nor children from their wives. Let them perish

  • by a fate like this, or one still worse!

    • (The Chorus of men of Thebes now suggests that Oedipus would do well to consult the blind prophet Teiresias. Oedipus reveals that he has already been summoned, and shortly he arrives, guided by a slave. The extracts begin with Oedipus’ address to Teiresias.)

  • Preface to the first edition

  • Joint Association of Classical Teachers' Greek Course
  • Book:
    The Intellectual Revolution
    Published online:
    28 May 2018
    Print publication:
    19 February 2015, pp ix-x

  • Summary

    The JACT Greek Course

    The JACT Greek Course, which is aimed at beginning students in the upper school, at university and in adult education, was produced by a Project Team (Dr P. V. Jones, Dr K. C. Sidwell and Miss F. E. Corrie) working full-time at Hughes Hall, Cambridge between 1974 and 1978, under the guidance of a Steering Committee and Advisory Panel made up as follows:

    Steering Committee: Professor J. P. A. Gould (Chairman; Bristol University)†; M. G. Balme (Harrow School)†; R. M. Griffin (Manchester Grammar School); Dr J. T. Killen (Joint Treasurer; Jesus College, Cambridge); Sir Desmond Lee (Joint Treasurer; President, Hughes Hall, Cambridge)†; A. C. F. Verity (Headmaster, Leeds Grammar School); Miss E. P. Story (Hughes Hall, Cambridge).

    Advisory Panel: G. L. Cawkwell (University College, Oxford);Dr J. Chadwick (Downing College, Cambridge)†; Professor A.MorpurgoDavies (Somerville College, Oxford); Sir Kenneth Dover (President, Corpus Christi College, Oxford)†; Professor E.W.Handley (University College, London)†; B.W. Kay (HMI)†; Dr A. H. Sommerstein (Nottingham University); Dr B. Sparkes (Southampton University); G. Suggitt (Headmaster, Stratton School)†; A.F. Turberfield (HMI).

    The first part of the JACT Greek Course is Reading Greek (Cambridge University Press, 1978), giving the student a thorough introduction to AtticGreek as well as to Herodotus and Homer. The Foreword to Reading Greek, written by Sir Kenneth Dover, and the Preface give details of the settingup, production, testing and methodology of the Course. The two volumes A World of Heroes: Selections from Homer, Herodotus and Sophocles and The Intellectual Revolution: Selections from Euripides, Thucydides and Plato are designed to take students on from Reading Greek and to give them a graded introduction to six of Ancient Greece’s most important authors.

  • Preface to the second edition (2015)

  • Joint Association of Classical Teachers' Greek Course
  • Book:
    A World of Heroes
    Published online:
    28 May 2018
    Print publication:
    19 February 2015, pp xi-xi

  • Summary

    Preface to the second edition (2015)

    The second, fully revised and reset edition of Reading Greek (2007) consists of two volumes, one of Text and Vocabulary and one of Grammar and Exercises. The fully revised and reset second editions of The Intellectual Revolution and A World of Heroes contain the same selections of authors and follow the same principles as the first editions in the provision of vocabulary and learning vocabulary, and rely on Greek Vocabulary in the same way, but there are two vital differences:

  • all help is given in the order in which it appears in the text;

  • the help now includes extensive grammatical and syntactical notes, together with comment of the sort one would expect to find in an edition of the works in hand.

    • The revision of A World of Heroes was undertaken by Anthony Verity (Homer), James Neville and Alan Griffiths (Herodotus) and Keith Maclennan (Sophocles). We are most grateful for their care and expertise in providing today’s students with what they will need to read these texts fluently and intelligently. Dr Jones is responsible for the final editing.

    My very best thanks go to Cambridge University Press’s Leigh Mueller and Elizabeth Hanlon for the care they took over the editing of this new edition. Thanks also go to Cecilia Mackay for gathering the pictures and permissions.

Page 64 of 186