The Illegal, Murderous Rapist: Herodotus Subtweets a Tyrant

Herodotus, Histories 3.80

“Otanês was first urging the Persians to entrust governing to the people, saying these things: “it seems right to me that we no longer have a monarchy. For it is neither pleasing nor good. For you all know about the arrogance of Kambyses and you were a party to the insanity of the Magus. How could monarchy be a fitting thing when it permits an unaccountable person to do whatever he pleases? Even if you put the best of all men into this position he might go outside of customary thoughts. For hubris is nurtured by the fine things present around him, and envy is native to a person from the beginning.

The one who has these two qualities possesses every kind of malice. For one who is overfilled does many reckless things, some because of arrogance and some because of envy. Certainly, it would be right for a man who is a tyrant at least to have no envy at all, since he has all the good things. Yet he becomes the opposite of this towards his citizens: for he envies those who are best around him and live, and he takes pleasure in the worst of the citizens—he is the best at encouraging slanders.

He becomes the most disharmonious of all people—for if you admire him only moderately, then he is upset because you do not support him ardently. But if someone supports him excessively, he is angry at him for being a toady. The worst things are still to be said: he overturns traditional laws, he rapes women, and kills people without reason.”

᾿Οτάνης μὲν ἐκέλευε ἐς μέσον Πέρσῃσι καταθεῖναι τὰ πρήγματα, λέγων τάδε· «᾿Εμοὶ δοκέει ἕνα μὲν ἡμέων μούναρχον μηκέτι γενέσθαι· οὔτε γὰρ ἡδὺ οὔτε ἀγαθόν. Εἴδετε μὲν γὰρ τὴν Καμβύσεω ὕβριν ἐπ’ ὅσον ἐπεξῆλθε, μετεσχήκατε δὲ καὶ τῆς τοῦ μάγου ὕβριος. Κῶς δ’ ἂν εἴη χρῆμα κατηρτημένον μουναρχίη, τῇ ἔξεστι ἀνευθύνῳ ποιέειν τὰ βούλεται; Καὶ γὰρ ἂν τὸν ἄριστον ἀνδρῶν πάντων στάντα ἐς ταύτην τὴν ἀρχὴν ἐκτὸς τῶν ἐωθότων νοημάτων στήσειε. ᾿Εγγίνεται μὲν γάρ οἱ ὕβρις ὑπὸ τῶν παρεόντων ἀγαθῶν, φθόνος δὲ ἀρχῆθεν ἐμφύεται ἀνθρώπῳ. Δύο δ’ ἔχων ταῦτα ἔχει πᾶσαν κακότητα· τὰ μὲν γὰρ ὕβρι κεκορημένος ἔρδει πολλὰ καὶ ἀτάσθαλα, τὰ δὲ φθόνῳ. Καίτοι ἄνδρα γε τύραννον ἄφθονον ἔδει εἶναι, ἔχοντά γε πάντα τὰ ἀγαθά· τὸ δὲ ὑπεναντίον τούτου ἐς τοὺς πολιήτας πέφυκε· φθονέει γὰρ τοῖσι ἀρίστοισι περιεοῦσί τε καὶ ζώουσι, χαίρει δὲ τοῖσι κακίστοισι τῶν ἀστῶν, διαβολὰς δὲ ἄριστος ἐνδέκεσθαι.

᾿Αναρμοστότατον δὲ πάντων· ἤν τε γὰρ αὐτὸν μετρίως θωμάζῃς, ἄχθεται ὅτι οὐ κάρτα θεραπεύεται, ἤν τε θεραπεύῃ τις κάρτα, ἄχθεται ἅτε θωπί. Τὰ δὲ δὴ μέγιστα ἔρχομαι ἐρέων· νόμαιά τε κινέει πάτρια καὶ βιᾶται γυναῖκας κτείνει τε ἀκρίτους.

Macedonians attacked by “dent-tyrant” (or odontotyrannus[1])

“Learn As Long As You Are Ignorant”: Seneca on What He Has to Teach

Seneca, Moral Epistles 76.3-5

“People of every age enter this classroom. “Do we grow old only to follow the young?” When I go into the theater as an old man and I am drawn to the racetrack and no fight is finished without me, shall I be embarrassed to go to a philosopher? You must learn as long as you are ignorant—if we may trust the proverb. And nothing is more fit to the present than this: as long as you live you must learn how to live. Nevertheless, there is still something which I teach there. You ask, what may I teach? That an old man must learn too.

But the human race still shames me every time I enter the school. Near to that theater of the Neapolitans, I have to pass that house of Metronax. There, the place is packed too as with a burning desire they judge who is the best flute player. The Greek horn and a herald bring a crowd. But in the place where we seek what a good man is, where how to be a good man may be learned, the smallest audience sits and they seem to most people to be up to no good in their pursuit. They are called useless and lazy. May such derision touch me. For the insults of the ignorant should be heard with a gentle mind. Contempt itself must be held in contempt as we journey toward better things.”

Omnis aetatis homines haec schola admittit. “In hoc senescamus, ut iuvenes sequamur?” In theatrum senex ibo et in circum deferar et nullum par sine me depugnabit ad philosophum ire erubescam?

Tamdiu discendum est, quamdiu nescias; si proverbio credimus, quamdiu vivas. Nec ulli hoc rei magis convenit quam huic: tamdiu discendum est, quemadmodum vivas, quamdiu vivas. Ego tamen illic aliquid et doceo. Quaeris, quid doceam? Etiam seni esse discendum. Pudet autem me generis humani, quotiens scholam intravi. Praeter ipsum theatrum Neapolitanorum, ut scis, transeundum est Metronactis petenti domum. Illud quidem fartum est et ingenti studio, quis sit pythaules bonus, iudicatur; habet tubicen quoque Graecus et praeco concursum. At in illo loco, in quo vir bonus quaeritur, in quo vir bonus discitur, paucissimi sedent, et hi plerisque videntur nihil boni negotii habere quod agant; inepti et inertes vocantur. Mihi contingat iste derisus; aequo animo audienda sunt inperitorum convicia et ad honesta vadenti contemnendus est ipse contemptus.

old man with coffee mean saying in Latin ""You ask, what may I teach? That an old man must learn too.""

 

Changing Your Mind is the Point of Research

Quintilian, Inst. Orat. 3.6.

“I admit that I now have a bit of a different opinion from what I believed before. Perhaps it would be safest for my reputation to change nothing which I not only believed but also approved for many years. But I cannot endure knowing that I misrepresent myself, especially in this work which I compose as some help for our good students. For even Hippocrates, famous still for his skill in medicine, seems to have conducted himself very honorably when he admitted his own errors so his followers would not make a mistake. Marcus Tullius did not hesitate to condemn some of his own books in subsequent publications, the Catulus and Lucullus, for example.

Prolonged effort in research would certainly be useless if we were not allowed to improve upon previous opinions. Nevertheless, nothing of what I taught then was useless. These things I offer now, in fact, return us to basic principles. Thus it will cause no one grief to have learned from me. I am trying only to collect and lay out the same ideas in a slightly more sensible fashion. I want it made known to all, moreover, that I am showing this to others no later than I have convinced myself.”

Ipse me paulum in alia quam prius habuerim opinione nunc esse confiteor. Et fortasse tutissimum erat famae modo studenti nihil ex eo mutare quod multis annis non sensissem modo verum etiam adprobassem. Sed non sustineo esse conscius mihi dissimulati, in eo praesertim opere quod ad bonorum iuvenum aliquam utilitatem componimus, in ulla parte iudicii mei. Nam et Hippocrates clarus arte medicinae videtur honestissime fecisse quod quosdam errores suos, ne posteri errarent, confessus est, et M. Tullius non dubitavit aliquos iam editos libros aliis postea scriptis ipse damnare, sicut Catulum atque Lucullum et… Etenim supervacuus foret in studiis longior labor si nihil liceret melius invenire praeteritis. Neque tamen quicquam ex iis quae tum praecepi supervacuum fuit; ad easdem enim particulas haec quoque quae nunc praecipiam revertentur. Ita neminem didicisse paeniteat: colligere tantum eadem ac disponere paulo significantius conor. Omnibus autem satis factum volo non me hoc serius demonstrare aliis quam mihi ipse persuaserim.

Mind Change real

Against the Aeneid

nescio quid maius nascitur Iliade.

“Something greater than the Iliad is being born…”

 

This line of Propertius, hinting at the composition of the Aeneid, has always struck me as violently sarcastic – how could it be otherwise?

Vergil possesses only two virtues: he is a sensitive interpreter of Homer, and he is on occasion capable of delivering a line of eloquence well freighted with pathos. Examples of this latter tendency include everyone’s favorite tags:

en sunt lacrimae rerum
forsan et haec olim meminisse iuvabit
quae iam terra nostri non plena laboris
facilis descensus Averno
etc. etc.

This places Vergil well in the tradition of Ennius. Donatus records that, when a friend saw Vergil reading Ennius, he asked him what he was doing and Vergil responded, “Looking for pieces of gold in a heap of shit.” Samuel Johnson once suggested of Shakespeare that for all of his fine qualities as a writer, one would be hard pressed to find more than four consecutive lines of good poetry in his plays. Much the same is true of Vergil, which is in part why he serves as such a fruitful source for the isolated quotation and overblown tag; it is also why he is such a painful chore to read.

Over the years, I have been both shocked and appalled to hear a number of my fellow Latin teachers cite Vergil’s Aeneid as their favorite work of Latin literature. What strikes me in particular about their claim to love the Aeneid is the fact that most of them also admit to having never read through the entire poem in Latin. While I am not generally a fan of altitudinal equestrianism I’m afraid that I must place a reluctant foot into the critical stirrup and make the daring suggestion that one cannot properly evaluate a work of art that was designed as an organic unity and survives complete (though unfinished) without having read through the whole of it. As this steed begins to canter along, I will note that I have read the whole poem through twice (and the AP selections several times over) and I can only conclude that Vergil served as Dante’s guide not because of his Christian qualities, not for his foray into subterranean cosmography, but because reading the Aeneid in its entirety offers one a grim foretaste of eternity. Even the most interesting of long form narrative fictions will occasionally get bogged down in longeurs, but an entire half of the poem (Books 7 – 12) is regularly neglected because of its tedium, and even people who make the case for the historical interest of Homer’s Catalogue of Ships would be stumped in their search for reasons to read Book 5 of the Aeneid.

I recently heard it suggested that Aeneas is an interesting and complex character. No one in the history of literature could be less complex than Aeneas. Indeed, he isn’t really even a character so much as an idea. The only figure given less of a personality in the Aeneid is Lavinia. I suggest, rather, that Aeneas is the biggest chump in all of ancient literature. His chief function in the Iliad is simply to almost get himself killed by better heroes (Diomedes, Achilles) in the same way that Paris was rescued in his duel with Menelaus. (It is perhaps not without reason that Iarbas in Book 4 describes Aeneas as ille Paris.) Throughout the Aeneid, all of his important actions are prompted by three things: dreams, prophecies, and direct admonition of the gods. When Hermes comes to tell Aeneas to leave Carthage, he presents the hero with the first thing resembling a real choice: it is implied that he can remain with Dido and grant Ascanius the glory of reaching Italy. Here he does make the choice to abandon Dido and pettily ensure that he, not his son, receives the honor of reconstituting a Hesperian Troy, but instead of fully acknowledging it as a decision, he tells Dido:

“Stop working both of us up with your complaints –
I am not pursuing Italy by choice.”

desine meque tuis incendere teque querelis;
Italiam non sponte sequor.’ [Aeneid 4.360-1]

Complexity? Depth? Hardly. One could see figures like Odysseus and Achilles, for all of their unsavory traits, as proto-existentialist heroes who occasionally transgressed the boundaries of the human, while Aeneas is nothing more than a bland but perfect paragon of Bad Faith.

Vergil has, of course, had his distinguished defenders. Dante, Tennyson, T.S. Eliot. Perhaps, as poets, they can sense something in the Aeneid that I miss, in much the same way that dogs apparently find a particular olfactory pleasure in shit that we humans, being less nasally developed, cannot appreciate. Or perhaps their creative faculties came at the cost of their judgment. For an illustrative example of T.S. Eliot’s painful defects as a literary critic, consider these remarks on Aeneas and Dido in the underworld:

But I have always thought the meeting of Aeneas with the shade of Dido, in Book VI, not only one of the most poignant, but one of the most civilized passages in poetry. It is complex in meaning and economical in expression, for it not only tells us about the attitude of Dido – still more important is what it tells us about the attitude of Aeneas. Dido’s behaviour appears almost as a projection of Aeneas’ own conscience: this, we feel, is the way in which Aeneas’ conscience would expect Dido to behave to him. The point, it seems to me, is not that Dido is unforgiving – though it is important that, instead of railing at him, she merely snubs him – perhaps the most telling snub in all poetry: what matters most is, that Aeneas does not forgive himself – and this, significantly, in spite of the fact of which he is well aware, that all that he has done has been in compliance with destiny, or in consequence of the machinations of the gods who are themselves, we feel, only instruments of a greater inscrutable power. [T.S. Eliot, What is a Classic?]

By contrast, note how Samuel Johnson, who apparently remembers his Homer better than Eliot did, handles the same scene:

The warmest Admirers of the great Mantuan Poet can extol him for little more than the Skill with which he has, by making his Hero both a Traveller and a Warrior, united the Beauties of the Iliad and Odyssey in one Composition; yet his Judgment was perhaps sometimes overborn by his Avarice of the Homeric Treasures, and for fear of suffering a sparkling Ornament to be lost, has inserted it where it cannot shine with its original Splendor. When Ulysses visited the infernal Regions, he found among the Heroes who died at Troy, his Competitor Ajax, who, when the Arms of Achilles were adjudged to Ulysses, died by his own Hand in the Madness of Disappointment. He still appeared to resent, as on Earth, his Loss and Disgrace. Ulysses endeavoured to pacify him with Praises and Submission; but Ajax walked away without Reply. This Passage has always been considered as eminently beautiful, because Ajax the haughty Chief, the unlettered Soldier, of unshaken Courage, of immoveable Constancy, but without the Power of recommending his own Virtues by Eloquence, or enforcing his Assertions by any other Argument than the Sword, had no way of making his Resentment known but by gloomy Sullenness and dumb Ferocity. He therefore naturally showed his Hatred of a Man whom he conceived to have defeated him only by Volubility of Tongue, by Silence more contemptuous and affecting than any Words that so rude an Orator could have found, and which gave his Enemy no Opportunity of exerting the only Power in which he was superior. When Aeneas is sent by Virgil into the Regions below, he meets with Dido the Queen of Carthage, whom his Perfidy had hurried to the Grave; he accosts her with Tenderness and Excuses, but the Lady turns away like Ajax in mute Anger. She turns away like Ajax, but she resembles him in none of those Qualities which give either Dignity or Propriety to Silence. She might, without any Departure from the Tenour of her Conduct, have burst out like other injured Ladies into Clamour, Reproach, and Denunciation; but Virgil had his Imagination full of Ajax, and therefore could not prevail on himself to teach Dido any other Mode of Resentment. [Samuel Johnson, The Rambler No. 121]

Indeed, I find it hard to believe that anyone with more than passing familiarity with Homer could enjoy the Aeneid except in those occasional moments when Vergil manages to provide some special illumination that shows how deeply he himself had drawn from the Homeric well.

I regret to say that I take the shameless hipster line on Vergil: while the Georgics leave me cold for the most part, I am a tremendous admirer of the Eclogues. Indeed, I think that the Eclogues might even outdo their Greek original, Theocritus’ Idylls. This is all to say that I liked Vergil “before he sold out” – before he became a paid pen for the regime. Among the Augustan poets, one gets the sense that Tibullus was content to cultivate his narrow garden; that Horace could toe the line but still carved out some space for genuine feeling and rich humor in much of his poetry; that both Propertius and (especially) Ovid had an anarchic streak that kept them from too deeply internalizing the blandness of the early Principate. These last three are notable for their playfulness (especially Ovid), but with Vergil, poetry is always a grim affair. Indeed, Homer shows signs of real humor in the Iliad and the Odyssey, but once they were passed through the Augustan grinder, they yielded nothing at all that could be considered funny in the Aeneid.

In any event, why all of this harping on about the Aeneid’s defects? Because, as a Latin teacher, I have come to think that we are entirely undermining our mission by forcing this slop upon students every year. The Aeneid is barely worth reading except among true dedicatees of Latin epic – the sort who might also enjoy the Pharsalia or the Thebaid. Naturally, I found it encouraging that the AP Latin syllabus would be revised for next year, dropping Caesar in the process – Caesar, the only popular Latin author more boring than Vergil. Indeed, whatever interest students may have had in the Aeneid in all of the years that I have taught the AP syllabus, it has come primarily from the fact that he affords some relief from the drudgery of Caesar, in much the same way that being kicked in the ass might afford some relief from being repeatedly punched in the face.

I began studying Latin for its literature – for its humor, its wit, its humanity. When I began bashing the books pretty seriously and grinding out those declension tables, I would have given up if I thought that the incentive at the end of it was simply to read the Aeneid. Almost none of my students express an interest in exploring Latin literature after being hammered by Vergil and Caesar because it suggests that what they always suspected of Latin is indeed true: that it is stodgy, narrow, and boring. I grant that Latin programs are struggling for a number of complicated reasons, but students talk to each other and relay these messages down the line to younger kids – most of them have already heard how boring the AP Latin syllabus is before they even arrive in Latin I.

Maybe, to save Latin, we ought to abandon our commitment to dreary horseshit and embrace some literature with real life and vitality in it. The move to Pliny away from Caesar is a good start, but how about a wholesale makeover, a shift entirely away from narrow classicism? The Late Republic and Early Empire are all interesting in their way, but what of the fact that this literature constitutes an infinitesimal portion of our extant Latin literature? Whatever happened to Plautus and Terence? Why do we affect such disdain for Medieval Latin, some of which is simultaneously easy for students to read with a sense of fluency and has real human interest?

At any rate, I submit that students will never be excited about our programs as long as they terminate with a capstone course in such a miserable piece of third-tier art and will never be excited about Latin when all they see in it is the tedious droning of Augustan sentiment.

Plutarch’s Advice on Being a Good Father

Plutarch, On the Education of Children 20

“Once I add a few more things, I will complete my proposals. Beyond all other things, it is necessary that fathers, by avoiding transgressions and doing everything that is required, offer themselves as a clear example to their children, so that when looking at their father’s life as if in a mirror they may turn away from shameful deeds and words. Whoever makes the same mistakes as those for which they punish their sons become their own accusers under their sons’ names without realizing it . Men who live life poorly in every way do not possess the right to criticize their slaves, much less their sons. In addition, they could become their sons’ advisors and teachers of crime. For whenever old men behave shamefully, it is by necessity that their young are the most shameless.”

Βραχέα δὲ προσθεὶς ἔτι περιγράψω τὰς ὑποθήκας. πρὸ πάντων γὰρ δεῖ τοὺς πατέρας τῷ μηδὲν ἁμαρτάνειν ἀλλὰ πάνθ’ ἃ δεῖ πράττειν ἐναργὲς αὑτοὺς παράδειγμα τοῖς τέκνοις παρέχειν, ἵνα πρὸς τὸν τούτων βίον ὥσπερ κάτοπτρον ἀποβλέποντες ἀποτρέπωνται τῶν αἰσχρῶν ἔργων καὶ λόγων. ὡς οἵτινες τοῖς ἁμαρτάνουσιν υἱοῖς ἐπιτιμῶντες τοῖς αὐτοῖς ἁμαρτήμασι περιπίπτουσιν, ἐπὶ τῷ ἐκείνων ὀνόματι λανθάνουσιν ἑαυτῶν κατήγοροι γιγνόμενοι• τὸ δ’ ὅλον φαύλως ζῶντες οὐδὲ τοῖς δούλοις παρρησίαν ἄγουσιν ἐπιτιμᾶν, μή τί γε τοῖς υἱοῖς. χωρὶς δὲ τούτων γένοιντ’ ἂν αὐτοῖς τῶν ἀδικημάτων σύμβουλοι καὶ διδάσκαλοι. ὅπου γὰρ γέροντές εἰσιν ἀναίσχυντοι, ἐνταῦθ’ ἀνάγκη καὶ νέους ἀναιδεστάτους εἶναι.

 

Father

This my fifth father’s day since my father’s passing. His example(s), though fading, remain.

Making Ends Meet as a Visiting Professor in the Humanities

“The man-hunter and the job-hunter have succeeded the hunter and warfare and welfare merge in a way of life as completely as any Paleolithic or Stone Age society.”

–Marshall McLuhan, in his 1971 Convocation address at the University of Alberta.

26 December 2022

I had not previously been a radical job-seeker until April of 2020. Prior to this time, I had been active in seeking tenure-track jobs in Classics and Ancient History, but only rarely looked beyond these opportunities. (You can read about the present state of the job market in Humanities disciplines here and here.) It was in April 2020 that the university I was working for in Edmonton announced that they would not proceed with their scheduled courses for spring and summer, adapted to the pandemic-induced online mode of delivery.

This meant that my job for the summer, to teach Classical Mythology, had been canceled and I was out $7800 for July and August, on which my family of four was going to survive until my regular teaching resumed again in September 2020. We had our second child in September 2019 and my wife, a high school teacher, was just gearing up to return to work after her maternity leave. (Learn more about how maternity leave is punished in education and academia here.)

So, April arrived, and I had nothing lined up to carry us through beyond the first week of July. Luckily, the course I usually teach for a college in Cold Lake, AB, is set up as an online course, so that proceeded as usual, and I had a steady income from when teaching ended at my main employer in Edmonton until July.

At this time, I was working a three-year Sessional-Extended Contract, which includes guaranteed 3-3 teaching from September to April, compensated at 7800 CAD per course. Usually, I taught nine or ten courses per year between Edmonton and Cold Lake, bringing my income to what I would consider sustainable levels, between seventy and eighty thousand Canadian dollars.

The pandemic-related work stoppage was a big shock for me, as it came on the heels of two tenure-track searches for Classics faculty at my main employer, where they had passed me over. Now, I was laid off in the most sensitive time, when the Canadian Prime Minister was frequently on the news asking institutions to retain their employees as much as they could, and I realized I could not keep doing the same things and expecting different results.

I changed my academic job-search strategy to apply also for the short term, visiting positions. We had had a family agreement that we would only move if I got a permanent job, because my wife was happy with her work as a teacher. Now, because of the pandemic and hiring priorities, I could no longer rely on my main employer in Edmonton as a stable source of income. I needed to work at a different university, so I cast my net wide.

At the same time, I was idle and frustrated during the first pandemic restrictions, having only my online employment in Cold Lake as a connection to the outside world. I went looking for local jobs, and I started serving as a handyman for the condo corporation where we owned our home, and started delivering food for an organic food start-up in Edmonton.

This gave me renewed confidence. It felt OK that I had lost my ordinary work and picked up these odds and ends. But something else was about to change as my main employer, who had just laid me off, sent me a new contract for September, asking me to sign by a certain date, and Memorial University asked to discuss my application for the 8-month Visiting Assistant Professorship.

Long story short, I took the Memorial offer. I told my employer in Edmonton that I couldn’t teach for them in 2020-21, we sold our house, and moved from Edmonton, AB, to St. John’s, NL. The shock of moving from the lowest-taxed jurisdiction in Canada to the highest, at the same time as living apart from everyone in our new home because of the pandemic, took its toll on my family. My wife doubted whether this had been a reasonable choice for us.

This shock wore off in about nine months and we started to enjoy our time here very much; life and work returned to normal. Everything was about 30% more expensive than we were used to, but we adjusted. What we, and everyone else on earth, did not expect was the massive inflation of late 2021 and 2022. The shock of that put me back in my April 2020 mindset.

We did the math. Over the course of 2021, I lost $7000 dollars in purchasing power. That’s a big hit to a $56,000 annual income. (Yes, I am one of those who moved across the country for lower pay and more prestige.) In 2022, my salary lost another $7000 in value. Now, I am working my visiting professorship for $42,000 in 2020 dollars. This is very bad.

I had free time coming after I submitted grades in December, so I took a risk and worked as a mall Santa for two weeks. That was the very definition of an “odd job,” but it bought our family what we would consider an ordinary Christmas, which we otherwise would not have been able to afford.

The Santa job ended, and here I sit, working as a security guard in a hotel. I hope that working this job part-time alongside my full-time academic work will help us survive the global affordability crisis, and I hope the best for everyone struggling with these issues.

Picture of man with brown hair and glasses smiling from a hotel lobby

Kevin Solez, PhD

Visiting Assistant Professor of Classics at Memorial University of Newfoundland and Labrador St. John’s, NL, Canada (kevin_solez@hotmail.com)

 

 

A Response to AP Latin: A Student Perspective

I’m obviously not the first one to say this, but the AP Latin curriculum isn’t good.

In several different ways, it seems like the content of the course is slowly deteriorating over time. I’m sure some here can recall the days of four different tests, each covering a different Roman author. That’s right, four. Nowadays, it seems as if the College Board has really limited the curriculum as a result of the lessening number of students taking the exam (4,899 in 2021).

The effect of this lack of students? A curriculum that awkwardly shoves together two authors in a way that isn’t conducive to educating modern high school students. It hops back and forth between Caesar and Vergil for each unit—in such a way that your average juniors and seniors can struggle to gain a truly strong footing in the material. It’s a little strange.

There’s also an absurd amount of vocabulary. Based on the research of other teachers, there are nearly 11,700 words that a student must understand over the course of the syllabus. This amount of new vocabulary is much more than what the beginner Latin reader is used to dealing with in their first few years of the subject. It’s not to say that it’s impossible, but it is difficult if you’re in your third or fourth year of the subject.

The other aspect of this current AP curriculum that doesn’t exactly appeal to your average teenage high school student is in the subject matter inherent to these pieces. Commentarii de Bello Gallico is dry and does a tremendous job detailing the frequently boring military exploits of the Roman army in Gaul. For every chapter explaining the specifics of a battle, there are five more examining how Caesar sent a dull letter to a commander that one time.

On the other hand, Vergil’s Aeneid is much more interesting. There are lots of references throughout the text and its narrative serves as a nice introduction to the wider world of literature for newer Latin students. In fact, it inspired me to read other works of Roman poetry that I enjoy.

(Personally, my passion for authors like Catullus and Ovid was directly inspired by my work with Vergil this last year. It was the first time I had been exposed to this kind of poetic literature in my education, and now it’s my main interest in the subject. My favorite genre of these works are the semi-autobiographical elegies.)

However, there is one massive flaw with both the Aeneid and Commentarii Bello Gallico that each AP Latin student has to contend with. There is a total lack of variety in the material provided.

I don’t think I’m asking for too much here. This last year, I completed the course with five of my peers, and we were all shocked by something as simple as the lack of a relatable female voice. I can’t remember a single named female character in De Bello Gallico and the non-male characters of the Aeneid don’t exactly get much, either.

You have Juno and Dido, who are both characterized as “crazy” in their opposition to Aeneas.  From the opening lines of the epic, it is established that Juno is defined in the story by her conflict against Aeneas’ journey to founding Rome. Similarly, Dido is at first portrayed as the strong female ruler of Carthage, but after Aeneas departs at the request of Mercury, she becomes a crazed lunatic who commits suicide in a famously elaborate fashion.

The other prominent female characters don’t exactly have much to offer. Venus exists entirely as a mother figure in respect to Aeneas, and Lavinia acts as nothing more than a prize to be won at the end of the narrative.

The response to this shouldn’t be “well that’s how it is,” because there are countless examples of prominent, more defined characters throughout Latin literature.

And so, my peers and I, inspired by this notion and a friend’s passion for typesetting, decided to pursue our own educational resources for newer Latin students that featured these uncommon figures. The process for us consists of taking texts from books like Sarah Pomeroy’s Goddesses, Whores, Wives, and Slaves and resources like Tufts’ Perseus Digital Library and Oxford Scholarly Editions and adapting them to lower reading levels. It’s tedious and not exactly entertaining, but it’s been insightful to go through all these different resources and pick certain texts to adapt. Hopefully, this can become a resource useful for high school and lower-level teachers. Based off of the formatting of other educational texts, here’s a section I adapted:

Luke is a rising high school senior from outside Philadelphia, PA. He was new to the subject entering his freshman year, but has since fallen in love with Classical languages and culture to the point where he hopes to study it in college. His personal interest is specific to Roman poetry, but he has experience with traditional Greek authors as well. Outside of his academics, Luke enjoys theatrical performance and filmmaking.

 

Plutarch’s Advice on Being a Good Father

Plutarch, On the Education of Children 20

“Once I add a few more things, I will complete my proposals. Beyond all other things, it is necessary that fathers, by avoiding transgressions and doing everything that is required, offer themselves as a clear example to their children, so that when looking at their father’s life as if in a mirror they may turn away from shameful deeds and words. Whoever makes the same mistakes as those for which they punish their sons become their own accusers under their sons’ names without realizing it . Men who live life poorly in every way do not possess the right to criticize their slaves, much less their sons. In addition, they could become their sons’ advisors and teachers of crime. For whenever old men behave shamefully, it is by necessity that their young are the most shameless.”

Βραχέα δὲ προσθεὶς ἔτι περιγράψω τὰς ὑποθήκας. πρὸ πάντων γὰρ δεῖ τοὺς πατέρας τῷ μηδὲν ἁμαρτάνειν ἀλλὰ πάνθ’ ἃ δεῖ πράττειν ἐναργὲς αὑτοὺς παράδειγμα τοῖς τέκνοις παρέχειν, ἵνα πρὸς τὸν τούτων βίον ὥσπερ κάτοπτρον ἀποβλέποντες ἀποτρέπωνται τῶν αἰσχρῶν ἔργων καὶ λόγων. ὡς οἵτινες τοῖς ἁμαρτάνουσιν υἱοῖς ἐπιτιμῶντες τοῖς αὐτοῖς ἁμαρτήμασι περιπίπτουσιν, ἐπὶ τῷ ἐκείνων ὀνόματι λανθάνουσιν ἑαυτῶν κατήγοροι γιγνόμενοι• τὸ δ’ ὅλον φαύλως ζῶντες οὐδὲ τοῖς δούλοις παρρησίαν ἄγουσιν ἐπιτιμᾶν, μή τί γε τοῖς υἱοῖς. χωρὶς δὲ τούτων γένοιντ’ ἂν αὐτοῖς τῶν ἀδικημάτων σύμβουλοι καὶ διδάσκαλοι. ὅπου γὰρ γέροντές εἰσιν ἀναίσχυντοι, ἐνταῦθ’ ἀνάγκη καὶ νέους ἀναιδεστάτους εἶναι.

 

Father

This my fifth father’s day since my father’s passing. His example(s), though fading, remain.

What Books have You Read? Give Them Up.

Lucian, On the Ignorant Book-Collector 27

“I’d be happy if I could ask you what kinds of books you like to read the most? Is it the works of Plato or Antisthenes, Archilochus or Hipponax? Or do you look down on these books because you prefer the orators?

Tell me, have you read Aeschines’ speech Against Timarchus? Or, do you know all those things and comprehend each of them but instead dip into Aristophanes and Eupolis? Have you even read The Baptai, the whole play? Did nothing in it change you and were you not embarrassed once you recognized what it was about? Someone might, in fact, be especially amazed at what kind of a spirit you have when you touch your books or what your hands are like when you unroll them.

When do you read? During the daytime? No one has seen you doing that! Is it at night then? Do you do it after you have given out orders to these guys or before? But in the name of Kotuos, don’t dare to do this kind of thing any more. Give up the books and pay attention to only your own affairs”

Ἡδέως δ᾿ ἂν καὶ ἐροίμην σε, τὰ τοσαῦτα βιβλία ἔχων τί μάλιστα ἀναγιγνώσκεις αὐτῶν; τὰ Πλάτωνος; τὰ Ἀντισθένους; τὰ Ἀρχιλόχου; τὰ Ἱππώνακτος; ἢ τούτων μὲν ὑπερφρονεῖς, ῥήτορες δὲ μάλιστά σοι διὰ χειρός; εἰπέ μοι, καὶ Αἰσχίνου τὸν κατὰ Τιμάρχου λόγον ἀναγιγνώσκεις; ἢ ἐκεῖνά γε πάντα οἶσθα καὶ γιγνώσκεις αὐτῶν ἕκαστον, τὸν δὲ Ἀριστοφάνην καὶ τὸν Εὔπολιν ὑποδέδυκας; ἀνέγνως καὶ τοὺς Βάπτας, τὸ δρᾶμα ὅλον; εἶτ᾿ οὐδέν σου τἀκεῖ καθίκετο, οὐδ᾿ ἠρυθρίασας γνωρίσας αὐτά; τοῦτο γοῦν καὶ μάλιστα θαυμάσειεν ἄν τις, τίνα ποτὲ ψυχὴν ἔχων ἅπτῃ τῶν βιβλιων, ὁποίαις αὐτὰ χερσὶν ἀνελίττεις. πότε δὲ ἀναγιγνώσκεις; μεθ᾿ ἡμέραν; ἀλλ᾿ οὐδεὶς ἑώρακε τοῦτο ποιοῦντα. ἀλλὰ νύκτωρ; πότερον ἐπιτεταγμένος ἤδη ἐκείνοις ἢ πρὸ τῶν λόγων; ἀλλὰ πρὸς Κότυος μηκέτι μὴ τολμήσῃς τοιοῦτο μηδέν, ἄφες δὲ τὰ βιβλία καὶ μόνα ἐργάζου τὰ σαυτοῦ.

Merton College Library

Changing Your Mind is the Point of Research

Quintilian, Inst. Orat. 3.6.

“I admit that I now have a bit of a different opinion from what I believed before. Perhaps it would be safest for my reputation to change nothing which I not only believed but also approved for many years. But I cannot endure knowing that I misrepresent myself, especially in this work which I compose as some help for our good students. For even Hippocrates, famous still for his skill in medicine, seems to have conducted himself very honorably when he admitted his own errors so his followers would not make a mistake. Marcus Tullius did not hesitate to condemn some of his own books in subsequent publications, the Catulus and Lucullus, for example.

Prolonged effort in research would certainly be useless if we were not allowed to improve upon previous opinions. Nevertheless, nothing of what I taught then was useless. These things I offer now, in fact, return us to basic principles. Thus it will cause no one grief to have learned from me. I am trying only to collect and lay out the same ideas in a slightly more sensible fashion. I want it made known to all, moreover, that I am showing this to others no later than I have convinced myself.”

Ipse me paulum in alia quam prius habuerim opinione nunc esse confiteor. Et fortasse tutissimum erat famae modo studenti nihil ex eo mutare quod multis annis non sensissem modo verum etiam adprobassem. Sed non sustineo esse conscius mihi dissimulati, in eo praesertim opere quod ad bonorum iuvenum aliquam utilitatem componimus, in ulla parte iudicii mei. Nam et Hippocrates clarus arte medicinae videtur honestissime fecisse quod quosdam errores suos, ne posteri errarent, confessus est, et M. Tullius non dubitavit aliquos iam editos libros aliis postea scriptis ipse damnare, sicut Catulum atque Lucullum et… Etenim supervacuus foret in studiis longior labor si nihil liceret melius invenire praeteritis. Neque tamen quicquam ex iis quae tum praecepi supervacuum fuit; ad easdem enim particulas haec quoque quae nunc praecipiam revertentur. Ita neminem didicisse paeniteat: colligere tantum eadem ac disponere paulo significantius conor. Omnibus autem satis factum volo non me hoc serius demonstrare aliis quam mihi ipse persuaserim.

Mind Change real