Archives for May, 2010

29
May

Rhythmici vs. Metrici vs. Poetae

Scholars have a tendency to see themselves in their work. This is why Hellenistic poets were once thought to be proto-Romantics, and later became proto-pomo. This explains the Pessimists who argued, beginning in an age dominated by the fear of totalitarianism, that Vergil was a subversive voice weaving verses which secretly opposed the tyranny of Augustus.

If scholars tend to associate themselves with works and figures of the past, they also contrast themselves with others. 19th century philologists, especially German philologists, have been fashionable targets for some time. They were ‘positivists,’ a term of reproach to some. Die Philologen were so hubristic as to think true knowledge (of a kind) attainable or at least worth pursuing. In short, positivists—like the dark lords of the Sith—believed in absolutes. As some scholars today have been known to say, ‘that way leads fascism.’

The philologists, it is true, had a lot of convoluted theories about poetic meter, and scholars today are eager to dissociate themselves in this area as well. Some have found a parallel in the supposed argument between Metrici, slavish foot-counters without an ear for poetry, and Rhythmici, who were ‘more sophisticated.’ The trouble is that nothing substantial from the Rhythmici survives. We rely almost entirely on the testimony of Dionysius of Halicarnassus.

M.L. West takes for granted that the Rhythmici were in fact ‘more sophisticated,’ and he accepts the statement by Dionysius that the long of the dactylic hexameter was shorter by an indeterminate amount than the long of other meters, or than the long which may fill the biceps position, because it allowed for ‘irrational syllables.’ This strikes me as a false inference. I incline to believe that the princeps was actually marked by a slight, artificial lengthening which defined the rhythm. This artificial lengthening would in fact allow for the substitution of a lengthened breve in the princeps position. Artificial lengthening in the biceps position, which never occurs, would not only obscure but destroy the rhythm (the ‘flow’).

The Rhythmici, like their modern followers, incorrectly assumed that the possibility of breve in princeps position must point toward something less than the ‘true’ longum, and thus have called it an ‘irrational’ position. In this they have completely ignored the implications of an imposed rhythm. Why shouldn’t we simply mark this position anceps, which is truly an irrational position? The assignation of a specific time value which both lengthens a breve and shortens a longum is not only unlikely, but itself irrational.

Those who adhere to such a view are likely to accept that Greek poetry is good evidence for the phonology and prosody of Greek speech, yet the remarkable consistency in metrical practice from archaic to imperial times argues against this. The changes and so-called refinements of successive generations fail to alter significantly the fundamental rhythm of the line.

Further, the colometric structure (hemiepes + paroemiac), though apparently unrecognized by the theoreticians (whether Metrici or Rhythmici, ancient or modern) was never entirely lost on practicing poets. Witness the practice of the Roman satirist Persius who employed the native cola to great stylistic effect (presented with hemiepes and paroemiac on successive lines):

omne vafer vitium
ridenti Flaccus amico

tangit et admissus
circum praecordia ludit,

callidus excusso
populum suspendere naso.

(Persius Satire 1. 116–118)

In verse 116 the hemiepes contains the direct object flanking an appositive, the paroemiac a dative of interest flanking the subject (B-A-B | C-A-C, we might say). Verse 117 is entirely composed of verb phrases. Verse 118 shows the very common practice of respectively linking the beginning and the end of each colon (A-B | A-B). The ablatives, excusso and naso, are a syntactic unit, while callidus suspendere populo is another. Prosaically the sequence is ‘callidus populum suspendere excusso naso,’ i.e., ‘skilled to suspend the public upon his blown nose.’

The structure for the three lines may be represented in this way

o-S-o | a-S-a ||
V | V ||
S-a | S-a ||

where ‘V’ = verb phrase, ‘o’ = object, ‘S’ = subject (really anything referring to the subject, including substantive phrases such as ‘callidus populum suspendere,’ in which the acc./inf. phrase is essentially attributive), and ‘a’ refers to cases with special adverbial relationships (dative and ablative).

Persius’ observance of the colometric structure of the hexameter is undeniable. Recognition of the original structure of the verse (i.e., hemiepes + paroemiac) is evident in the reading of all good poets, and I sometimes point this out to students in my AP Latin classes who struggle at times with hyperbaton and the like.

So what was I getting at in writing these rambling notes? Our knowledge of the nature and composition of verse is not nearly as secure as you might think, or as many handbooks make it seem. All of us, including the best scholars, bring a world of prejudices, guesses, and ignorance to the problems. But that’s half the fun. It remains a puzzle.

28
May

Digital Roman Forum

I don’t know whether this has been mentioned on this site before (though I’m betting that Sarah at least is already familiar with it)–but this is one of the neatest and most helpful resources for ancient Rome I’ve seen on the interwebs. The number of resources is incredible: reconstructed models, a map of the Forum that you can modify by a movable timeline, photographs, entries from L. Richardson’s New Topographical Dictionary of Ancient Rome, and more. And free! Multas gratias ago auctoribus!

21
May

Verse Composition Resources

For those who may be interested: Google Books has some verse composition textbooks available for free (Latin and Greek).

J.A. Lupton’s Latin Elegiac Verse Composition

A. Sidgwick’s Greek Verse Composition

B.W. Beatson’s Greek Iambic Verse

H. Kynaston’s Greek Iambic Verse

I know someone who has used at least the first two in class with great success.

19
May

A Rare Specimen of Vandalic

From Anthologia Latina 285:


From what I’ve read, this is not Gothic (goticum is just a general term), but the language of the Vandals, who are portrayed as enjoying eating and drinking (matzia ia drincan) at a convivium, but not poetry.

P.S. I like the metrical joke in the last line–the switch from hexameter to pentameter to complement the sense.

9
May

Or a laurel? Why not simply spoken?

Am I alone in thinking ‘oral/aural Latin’ not only sounds terrible (and terribly confusing) but that it’s an unnecessary collocation? Do our colleagues really need to make a distinction between French and ‘oral/aural French,’ for example?

This is a useless bit of jargon, which, like most jargon, is chanted to conjure the specter of authority or of scholarly rigor and precision. ‘Oral/aural’ belongs to the limp language of lesson plans, but ‘spoken’ is what you mean.

If your Latin is spoken, your students will listen to it.

5
May

Grading Participation

ProfHacker has recently discussed grading participation, so I thought I’d share my take.

I’ve made a change this marking period to place greater emphasis on the role of personal responsibility and genuine effort among students. In the past I’ve recorded weekly participation grades by points (e.g., one point per day, so five per week, with points lost for lack of effort or disruptive behavior). At other times I’ve given checks, check pluses, and check minuses, or complete vs. incomplete.

Now I give whole letter grades (no pluses or minuses) on a weekly basis by the following criteria:

A: You make positive contributions.
B: You’re consistently, noticeably participating.
C: I don’t notice you.
D: You’re consistently, noticeably off task.
F: You negatively affect the learning environment.

I can foresee some criticism (for example, of the basis for the C), but this is a rough guideline for an entirely subjective sort of grade. For this sort of grade, students have to learn that it’s up to them to make sure they’re leaving an impression, and that it’s the right kind of impression. They need to know, too, that they affect others, and that it matters how.

The letter grade is much clearer to students and to parents, and so far it has had a positive impact. Somehow an F means more than a 0.

4
May

A Reading from Homer

This is what I suspect many will picture when they read the title above:

That’s Alma-Tadema’s famous painting, which hangs in the Philadelphia Museum of Art.

But an article in the Sacramento Press describes an event that conjures images of the frame story for a film adaptation of Homer which I’d once entertained:

Does an all-nighter eating lamb, reading Homer and dancing to Greek music sound like your idea of fun? East Sacramento resident Kathryn Hohlwein thinks it does. That’s why she formed The Readers of Homer in 1998: to stage all-night readings of Homer’s epics “The Iliad” and “The Odyssey.”

. . . . .

After teaching it for years, she retired, and fans of her class on Homer wondered how they would be able to study the epics elsewhere. Greek American attorney George Spanos pitched her the idea.

“He asked me out for coffee and said, ‘I’ve always had this dream of doing all-night readings of Homer, people there having lamb on a spit,’ ” she said. “I’ve always given him credit over the years (because) it was his idea and I ran with it. He opened it in ancient Greek the first couple of readings.”

I’ve always thought it would be fitting to frame the bits of the story adapted by switching to and from various rhapsodic performances, a festival here, a private party there, a drunken gathering of tired travelers, and so on.

Spending a long night in the company of a hungry audience sounds right and so different from the usual experience.