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ECCE ROMANI III NOTES TO THE TEACHER Part II Writers of the Late Republic Chapter 60 Two Rival Centurions Background Gaul in Roman Times In the opening of De bello Gallico (I.1), Caesar identifies three ethnic groups: the Belgae in the northwest (modern Belgium), the Celtae (called Gall by the Romans) in the central region, and the Aquitn in the southwest (the modern region of Aquitaine). By military conquest during the 50’s B.C., Caesar extended the Roman presence in Gaul up through the central region of the Celtae, north and west to the territory of the Belgae, and east to the Rhine river and Germany. This vast region was known as Gallia Comta (“long-haired Gaul”). Gallia Cisalpna (Cisalpine Gaul, which means ”on this, i.e., the Roman, side of the Alps”), including the territory of the Alps mountains and northern Italy, had been inhabited by Romans for a long time but was not formally added to the territory of Italy until the time of the Second Triumvirate. In 390 B.C., Gallic mercenaries had invaded the Italian peninsula and sacked Rome (see the quotation at the bottom of p. 83 in the Student’s Book). Prior to the Roman presence in Gaul over two hundred and fifty years later, the Greeks had established commercial colonies along the coast, such as the one in Massilia. In response to a plea from the inhabitants of that city, who were under attack by Gauls, Rome intervened and brought the coastal region under Roman control in 121 B.C. This area of Celtic Gaul was known to the Romans as Gallia Trnsalpna (Transalpine Gaul), later renamed Gallia Narb nnsis, or simply Pr vincia (modern Provence). For these place names, see the Wikipedia site at http://en.wikipedia.org/wiki/Image:Map_Gallia_Tribes_Towns.png. For other good maps of Gaul, see also “The Geography of Roman Gaul” at http://www.sc.edu/ltantsoc/geogmain.htm (Univ. South Carolina) and The Dalton School Rome Project http://intranet.dalton.org/groups/rome/Gallia.html. © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III Caesar in the Decade of the 50’s 1. After his consulship in 60 B.C., Caesar was granted governorship of the provinces of Cisalpine Gaul and Illyricum (modern Croatia). A series of confrontations between various Gallic tribes led to Caesar’s incursions into Gallia Comta, or that territory of Gaul that was not under Roman control. Ostensibly, he was protecting the Roman territory over which he was governor, but in reality he wanted to use Gallic unrest as a pretext to involve himself in Gaul for political and financial reasons. For seven years, Caesar established ever-greater control over areas of Gaul, making alliances with friendly tribes and putting down periodic revolts (such as the one described in this chapter). The readings in this chapter from Caesar’s Commentaries are taken from the latter sections of Book V, the action of which took place in 54 B.C. In the first part of that year, Caesar was occupied with his second expedition to Britain (BG, Chapters 123; see Review X in Book II). At this time in Rome, Caesar’s daughter Julia, wife of Pompey the Great, died in childbirth, which contributed to the rift between the two generals, who had been triumvirs since 60 B.C. Pompey had been gaining influence in the city, and just a short time before the events of this chapter, in 55 B.C., Rome’s great theater was dedicated in his name. In 53 the triumvir Crassus died at Carrhae (modern Turkey) in his attempt to subdue the Parthians (for which, see pp. 49 and 191). During the next several years, bills in favor of and against the political interests of Caesar were sponsored or vetoed by various tribunes. (For the political violence in Rome that arose in 53 and 52 B.C., see Chapters 64 and 65.) Earlier, Pompey had arranged for a bill to be sponsored that enabled Caesar to stand for a second consulship in absentia. Violence had led to the Senate appointing Pompey as sole consul in 52, which caused him to overturn those measures which were favorable to Caesar, who was now required to stand for the consulship in person. In 52, Caesar met and defeated by siege the forces massed under the Gallic chieftain Vercingetorix at Alesia, bringing the Gallic wars to an end. With this event, members of the anti-Caesarian faction in the Senate, led by the consul of 51, rejected a request by Caesar that his command should be extended through 49. A motion carried in the Senate by a large majority required both Caesar and Pompey to disarm (Pompey had been granted an army to meet a recurrence of the Parthian threat), but this was promptly vetoed. The hardline senators, despite several attempts at compromise by Caesar, then invited Pompey to “save the Republic” and gave him command of all forces in Italy in 50 B.C. Shortly thereafter, in 49, Caesar would cross the Rubicon river under arms. 2. Here is a brief outline of the historical and literary context of the readings from De bello Gallico pro-vided in this chapter. Chapters 26-58 of the Commentaries describe the revolt of the Belgic tribes in northwestern Gaul during the winter encampment of the © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III Romans. Caesar was about to leave, or had already left, Gaul for Italy. Teaching Suggestions 1. The Gallic revolt originates with Ambiorix and Catuvolcus, chieftains of the tribe of Eburones,who had been incited by Indutiomarus of the Treveri 2. Ambiorix parleys with the Romans in hopes of justifying his participation in the revolt (he had been the recipient of numerous services from the Romans against his Gallic enemies); he warns the Romans of the approach of a great company of German mercenaries and he promises the Romans wintering in his territory safe passage to the fort of Quintus Cicero (brother of the orator), who is encamped among the Nervii 3. The Roman legates Sabinus and Cotta argue about which course to take; there is fear that the Gauls and Germans may unite. The view of Sabinus prevails, and the Roman troops prepare to evacuate their position 4. Sabinus and Cotta are ambushed and a pitched battle ensues in which Cotta is wounded. Sabinus takes his men and parleys with Ambiorix, who then ambushes the Romans again, slaughters the cohorts, and kills both generals. 5. Ambiorix, emboldened by his successes, sends out scouts to stir up the nearby tribes of the Aduatuci, the Nervii, and other peoples. The massed Gauls swoop down upon the winter quarters of Quintus Cicero’s forces. Messengers to Caesar are cut off. An all-out attack ensues, during which further preparations are made within the Roman fort. 6. A parley results in Cicero’s refusal to negotiate with an armed enemy. The Nervii proceed to use Roman siege tactics by building a 9-foot rampart and a 15-foot trench around the Roman fortifications. Reading A: Siege of a Roman Camp Vocabulary 1. Words to be deduced: vict ria (5), virts (6). Virtus should be glossed in 60A:6 instead of 60B:5. Change EV from 63D to 60A. 2. Mastery words from Books I and II that are repeated in 60A: coorior, teg , at, cer. 3. Military terms: castra (4), turris (5, 12, 15), testd (5), sclae (5), vllum (5, 8, 12), tlum (7), impedmenta (7), cohors (13), centuri (13). 4. Note the relationship between fervents (1) and fervefacta (2). 5. Do not confuse funda with fundus or pari (4) with par or pare . 6. Note that some plural forms have singular meanings, e.g., castra (4) and impedmenta (7). 7. virts (6): This word can mean many things; here, manliness (note vir-) or courage. 8. The participles adct and contingente (12) are both from compound verbs: adig (ad + ag ) and contingo (cum + tang ). 9. ausus est (15): Remind students about semi-deponent verbs, introduced in Chapter 40. Avoid confusing aude with audi . © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III The Roman Legionary The legionary soldier of the Republic was equipped quite differently from the soldier of the imperial period. Compare the uniform and equipment of the statue pictured on page 80 with that of imperial soldiers depicted on Trajan’s column (see pp. 81 and 89). There are many good picture books, especially John Warry’s Warfare in the Classical World, and websites, particularly those depicting reenactments, that will intrigue students who become interested in this topic. For interesting online clips showing the equipment of a legionary soldier, see http://www.caerleon.net/history/army/page2.html. Reading B: Rivalry between Two Roman Centurions Vocabulary 1. Words to be deduced: contr versia (2 and 5), contend (3), pr curr (10), pr pell (16), nferior (17), laus (18), contenti (19). 2. Mastery words from Books I and II that are repeated in 60B: cer, vereor, conor, moror, ger , paulum, concd , incolmis. 3. Military terms: legi (1), centuri (1), vllum (7), plum (9), scutum (10), tlum (10), vertum (12), gladius (12); also mnti (4) and balteus (11). 4. qunam (2-3): Indefinite pronouns such as this one and quaeque (6) are introduced in Chapter 65. 5. nstat (16): This word, which appears frequently in Caesar, means press on, attack, literally stand against. 6. diectus (17): Note the number of forms of iaci in this chapter: iacula (A:2), iacere (A:2), coniects (A:15), tricit (10) and coniciunt (11). 7. summ cum laude (18): Be sure to bring this famous phrase to students’ attention. 8. certmine (19): Students might be reminded of the Junior Classical League’s certamen. Additional Notes: Reading B 1. A great many Romans are wounded and the Roman resistance begins to fail. Messengers to Caesar are captured and tortured within sight of the Roman troops. A Nervian collaborator with the Romans, with a dispatch tied to a javelin, makes it through the lines to Caesar, who, through messengers of his own, rallies the support of several legions in the area. He sends an additional message, written in Greek, to encourage the besieged Cicero. 2. The Gallic force of 60,000 men turn from the siege to meet the advancing legions. Caesar stops and entrenches his force of 7,000 before crossing a valley to meet Cicero. 3. Various cavalry engagements tempt the Gauls to take the offensive on unfavorable terrain. Caesar puts them to flight and then proceeds to rescue Cicero at the fort, where © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III barely one-tenth of the men were alive. Illustration The Dying Gaul This statue is a Roman marble copy of a Greek original which may have originally been crafted in bronze. It was commissioned about 230 B.C. by King Attalos I of Pergamon (Pergamum), in Greek Asia Minor, to commemorate his victory over the Galatians. Galatia was a territory in central Asia Minor which had been inhabited by Gauls (hence Galatia) from Thrace in the 3rd century B.C. There is some physical evidence that the statue was painted. (See the Web site at http://mandarb.net/virtual_gallery/sculptures/ gaul. shtml). Ask students to comment on how the sculptor transmits his message of abject defeat: the prostrate pose, the humiliation of nakedness, the realistic agony of the facial expression. Note, however, that some ancient sources, including Caesar himself, report that the Gauls fought naked, except for their weapons. (These accounts, as well as this sculpture, could also be examples of the idealization of what has been called “the noble savage.”) At the same time, there is honor for the vanquished, as the Gaul is portrayed as fighting to the death, a mortal wound in his side, with his sword and swordbelt (see B:12) at hand. The figure was once mistakenly thought to depict a wounded gladiator. This statue has been copied endlessly since its discovery and was one of the stops on the so-called Grand Tour, undertaken by young European men of the 17th and 18th centuries. The history of this work is fascinating and worth exploring. The Dying Gaul now resides in the Capitoline Museum complex in Rome. © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III Chapter 61 Customs of the Gauls READINGS Background Some Gruesome Gallic Rituals In Book VI of De bello Gallico, Caesar interrupts his narrative of military events with a lengthy digression on the customs of the Gauls (BG VI.13-20) and the Germans (BG VI.21-28). This interlude surely had the purpose of feeding the curiosity of the Romans back home, who must have been eager to know about the mysterious barbarians to the north. The sections of the Commentaries preceding those presented in this chapter (BG 13-16) describe the division of the Gallic people into two ranks, that of the priest class of the Druids and that of the “knights,” whom Caesar calls equits. In Reading A, Caesar states that the whole nation of the Gauls was devoted to rituals, both public and private, which were characterized by sacrifices supervised by the Druids (for which, see below). The description of the Gauls here as bloodthirsty barbarians who claimed an eye for an eye and who executed criminals (and “even the innocent,” line 11) by incineration must have done much not only to satisfy the curiosity of Caesar’s readers, but to make them feel more secure that he was protecting them from such barbarity. Some modern historians feel that Caesar was exaggerating in his account for the purpose of being deliberately provocative. The Druids The Druids (A:4 and C:20) provide another fascinating opportunity for further study. Druids were the priestly class in the polytheistic religion of the Celts. The name probably derives from the Greek word for oak tree. What little we know about the Druids (which comes predominantly from Caesar) is that they were deeply traditional and served as repositories of their antecedent culture and lore, which was transmitted orally. Caesar tells us that they used Greek letters in their public and private accounts (BG VI.14). Druids combined the roles of priest, judge, healer, scholar, and magistrate. In religion, Druids revered elements of nature; the four seasonal festivals seem to have been governed by phases of the moon. They believed that the soul did not die, but that after death it moved from one body to another. Punished people were excluded from society by excommunication, i.e. were prevented from attending religious festivals. Druidism was ultimately suppressed by the Romans for political reasons and by the Christians for religious reasons. There are glimpses of the post-Roman survival of the © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III Druids in the British Isles, but there is no evidence for the association of the Druids with the megalithic monument Stonehenge, which is prehistoric (3200 B.C.) For more on the Druids, see Lugodoc’s Guide to Druids http://www.lugodoc.demon.co.uk/Druids/DRUIDS.htm and the resources cited above. For a learning unit, see “Druids of Gaul,” Hildebarde Wulfing Roberts, Classical Rome Comes Alive, Teacher Ideas Press, 1992, pages 61-73. The Religion of the Gauls Many Gallo-Roman images survive of the Celtic god called Mercurius in Latin. According to Caesar, the Celtic deity was god of commerce, but had additional spheres of influence as well as a higher status than the Roman god. (See the picture on p. 101 of the Student’s Book.) Mercury was associated with a number of local gods, including Lugus, a Celtic god of commerce who was sometimes depicted with three heads. According to Tacitus, he was also strongly associated with the chief Germanic god Odin or Wotan. Many British curse tablets are addressed to Mercury: see the picture on page 119, Curse Tablets and Binding Spells from the Ancient World by John Gager, Oxford University Press, 1992, and the article “A Corpus of Writing Tablets from Roman Britain” at the Website http://www.csad.ox.ac.uk/RIB/RIBIV/jp4.htm (The British Academy). Additional Teaching Suggestion Students may become fascinated with the Gauls, or at least the gory parts of Caesar’s narrative. The teacher might exploit this interest by reading aloud additional selections from Caesar’s description of the Gauls (BG V.13-15 and 20) or by having students compare the culture of the Germans with that of the Gauls, just as Caesar does (BG VI.21-28). Students should also be asked to think about answers to the questions Why did the Romans fear the barbarians from the north? (See the quote on p. 83 of the Student’s Book.) What part did the peoples of the north later play in the fall of the Roman Empire and the rise of the so-called Dark Ages? Reading A: Some Gruesome Gallic Rituals Vocabulary 1. Words to be deduced: religi (1), Gall (1), sacrificium (6). 2. Mastery words from Books I and II that are repeated in 61A: grtus, col , uterque, propinquus, cor, dlig , n. 3. Nti (1): The word nti , deriving from nascor, to be born, is commonly used in the context of describing people that seemed uncivilized to the Romans. 4. Distinguish morbus (2) from mors and nmen (5) from n men. © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III Illustrations The Gallic Torque (p. 100) The objects pictured in this chapter suggest that many items of Gallic and Gallo-Roman material culture have survived from antiquity. For additional pictures of Gallic torques, see the Web sites listed under “Online Resources for Roman Gaul” above, and see the one worn by “The Dying Gaul” on page 93 of the Student’s Book. Students might enjoy either searching online for ads for modern jewelry fashioned in this style or making their own. When Caesar undertook his governorship of Gaul in 58 B.C., he was severely in debt. In addition, he needed to pay his troops, which depended upon their commander, rather than the state, for either pay or war booty. (For coins used to pay Roman soldiers, see The Roman Military Museum at http://www.romancoins.info/VIC-Legions.html.) When Caesar had completed his time in Gaul, he was a man made wealthy by Gallic war plunder, which enabled him to finance his ensuing march on Rome in 49 B.C. and his ultimate quest for dictatorship. Effigies of Gallo-Roman Deities (p. 101) Caesar said in A:1 that the Gauls were a people completely devoted to religion. He also said of the god Mercury in particular, huius sunt plrima simulcra (B:12). Note that the pictures on page 101 illustrate the text of Reading B on page 103. Using what they already know and what Caesar says in Reading B, ask students to compare the Roman deities Mercury and Minerva with their Gallic equivalents. What similarities are there? What differences? What accounts for the similarities and differences? What do the similarities tell us about the spread of Greek and Roman influence in Europe? Can they think of other examples of ways in which one culture blends with another, in the ancient or modern world? Students might be reminded that the culture of the Romans themselves was syncretic, i.e., it was a blend of Greek, Etruscan, and other cultures. And Roman statues of the gods owe much to the anthropomorphic Greek tradition. Consider in this context Horace’s famous saying, Graecia capta ferum vict rem cpit et arts intulit agrest Lati , Epistulae II.1.156. Reading B: The Religion of the Gauls Vocabulary 1. Words to be deduced: inventor (13), reg (17), animal (19) 2. Mastery words from Books I and II that are repeated in 61B: col 3. quaests (13): Related to the familiar verb quaer . 4. inventorem (13): Mention that the noun suffix –or in Latin often indicates the doer of an action (here, inveni ), e.g., ctor, dicttor, rtor. © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III 5. Students may need to be reminded about the meaning of dmic (18), to fight, struggle. Dmic (dis + mic ) literally means to brandish a weapon. 6. Students met the verb immol (19) in A:3. Illustrations Roman Coins Depicting Gauls (p. 103) The obverse of Roman coins of the period of the Republic usually contained images of deities, personified Roman virtues, busts of Roma, and the like. Celtic coins could contain actual portraits, such as that of Vercintegorix, the great Gallic leader whom Caesar defeated at Alesia in 52 B.C. (For an example of this coin, see http://en.wikipedia.org/wiki/Vercingetorix). By 48 B.C., the time of the minting of the coins pictured, Gauls had already begun to be integrated into Roman society. In fact, Caesar had alienated the Roman senatorial aristocracy by adding provincial Gauls to the Senate in order to give additional support to his measures. Several political jokes about the latter survive in Suetonius’ biography of Caesar, for which see Language Activity Book III. Reading C: Some Strange Customs Vocabulary 1. Words to be deduced: Gall (20), puerlis (25), c nspectus (25). 2. Mastery words from Books I and II that are repeated in 61C: None. Reading D: Marriages and Funerals Vocabulary 1. Words to be deduced: illstris (30), suspici (31), servlis (31), quaesti (32) tormentum (32), magnificus (33), animal (34). 2. Mastery words from Books I and II that are repeated in 61D: uterque, propinquus, cor, dlig , n. 3. d tis (26, 27): Students may remember this word from Cornelia’s engagement in Chapter 50. 4. coninctim (27): Words ending in –im are usually adverbs; cf. statim. This adverb derives from the verb coning , to join together, as in conjugal, conjugation, and conjunction. 5. frcts (28, 29): This noun comes from the deponent verb fruor, for which, see page 100. 6. clients (35): Caesar’s word for the dependents or vassals of the Gallic nobility. 7. c nstbant (35): Break down this word, first met in Chapter 47, into cum + st , to stand together, to agree. © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III A Casualty of War Additional Teaching Suggestions For some examples of these Roman military objects, see the Website at http://www.ancient-times.com/articles/varus/excavation/ excavation1.html. The arch of Tiberius, which students met in Chapter 24, commemorated the recovery of the eagle standards of Varus by Germanicus, the brother of Tiberius. This historical context should be discussed with students before reading the epitaph. It is interesting that Eutropius (57B:1-5), perhaps out of a desire to portray Augustus in a purely positive way, makes no mention of this famous disaster. There have been several excellent recent books on both the archaeology and the history of the subject, including Tony Clunn, The Quest for the Lost Roman Legions: Discovering the Varus Battlefield, Savas Beatie, 2005, Adrian Murdoch, Rome’s Greatest Defeat: Massacre in the Teutoburg Forest, Sutton Publishing, 2006, and Peter S. Wells, The Battle That Stopped Rome: Emperor Augustus, Arminius, and the Slaughter of the Legions in the Teutoburg Forest, W.W. Norton & Co., 2003. See also, Fergus M. Bordewich, "The Ambush That Changed History" Smithsonian Magazine, September 2005. © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III Chapter 62 Catullus Resources in Print Quinn, Kenneth. Catullus: The Poems. Three are three readers specifically designed for the AP Catullus syllabus: Ancona, Ronnie. Writing Passion. Bender, Henry. Lawall, Gilbert. Love and Betrayal. Reading A: Many Kisses Vocabulary 1. Words to be deduced: none. 2. Mastery words from Books I and II repeated in 62A: none. 3. occidere (4): students learned in Chapter 29 that a short a or short e in the stem of a verb changes to short i when it is compounded; this would be a good time to review that rule, since students already know the verb cadere, of which occidere is a compound. Also point out that occdere is a compound of caedere; the rule that ae becomes in compounds was not presented in earlier chapters. 5. usque (9): students met the phrase usque ad, up to, as far as in 55A. Here the adverb appears alone with its basic meaning, continually. 6. mlia (10): the plural form of mille was presented in Chapter 48 but may need review here. 7. conturbbimus (11): see if students can connect with the word turba (Chapters 28 and 48). 8. invidre (12): many Romans were superstitious and believed in magic. This compound of vidre reflects the belief in the “evil eye,” a notion that survives to this day in Italy (and elsewhere). The Romans belief in magic is also shown by the curse tablet presented in Exercise 62a. Reading B: Lesbia’s Special Qualities B. Lesbia’s Special Qualities Vocabulary 1. Words to be deduced: none. 2. Mastery words from Books I and II repeated in 62B: candidus. © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III 3. cum . . . tum: this is the first instance where students have seen these words as correlatives, with a rather different meaning than the words have on their own. C. Catullus’ Hope for the Future Vocabulary 1. Words to be deduced: aeternum, sincrus. 2. Mastery words from Books I and II repeated in 62C: icundus. 3. fore: this alternate form of futrum esse was introduced in the section on infinitive forms (p. 32 in the Student’s Book); this is its first appearance in a reading passage. 4. ex anim (4): students know the word animus = mind, as in the expressions animum recuperre (Chapter 21) and in anim habre (Chapter 16). Explain that ex anim is an idiom that is closer to the English expression “from the heart,” i.e., sincerely, genuinely. 5. foedus: this noun is not the same as the adjective foedus, -a, -um, filthy, disgusting that was introduced in Chapter exercise 34h; students may not remember this adjective since it is not frequent in the latter chapters of Book II. This would be a good time to teach or review the rule that the diphthongs ae and oe become a plain e in English derivatives; foedus, foederis is the source of the English words “federate,” “federation,” “federal,” and “confederate.” This also applies to aeternum (6) with its derivatives “eternal” and “eternity.” Reading D: No Greater Love Vocabulary 2. Mastery word from Books I and II repeated in 62D: fids. Reading E: A Woman’s Words Vocabulary 1. Words to be deduced: rapid (4). 2. Mastery words from Books I and II repeated in 62E: nbere. Reading F: Catullus’ Love for Lesbia Vocabulary 1. Words to be deduced: amcam (3). 2. Mastery words from Books I and II repeated in 62F: c gere. 3. gntos (4): this is the original spelling of this word; the later form ntus was presented in Chapter 54. Gntus is from the root gen- that also appears in words such as genu (perfect of gign ), genitor, and genus, generis. cogn v (5): note that cogn scere is a compound of n scere (n v, 1). © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III 4. Qu (7): this older form of the ablative qu will appear again in Chapter 63. Reading G: Conflicted Feelings Vocabulary 2. Mastery words from Books I and II repeated: none. Reading H: Letting Go Vocabulary 2. Mastery words from Books I and II repeated: dsin (1), scelestus (15). 3. candid (3, 8): here this word mean bright, rather than attractive as it did in B:1. 4. ventitbs (4): a frequentative verb. Reading I: Dealing with a Thief Vocabulary 2. Mastery words from Books I and II repeated: Illustration Painting (p. 121) In this Pompeian wall painting of a Roman dinner party, note the slave at the lower left who is removing the sandals of one of the guests. This custom was mentioned in 32:26. In Chapter 32 students also learned about the Roman practice of decorating rooms with wall paintings. Most of what we know about such paintings comes from examples found in Pompeii. A portion of another wall painting is shown on page 138 in the Student’s Book. Students might be interested in learning more about wall paintings and creating some of their own (a good project for the Latin club). Reading J: A Friend Returns Home Vocabulary 2. Mastery word from Books I and II repeated: -ve. 3. mlibus (2): if needed, review mlia as the plural of mlle (these forms occurred in Reading A of this chapter); the singular mlle does not decline, but the plural forms do, so we have mlibus in the dative here. Make sure that students distinguish mlibus from mlitibus. © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III 4. vsam (3): the verb vsere often means to go to see, visit. In this poem the simple meaning to see is the most appropriate, so that meaning is giving in the facing vocab. Reading K: Betrayed by a Friend Vocabulary 2. Mastery words from Books I and II repeated: pretium (2), crdlis (5). Reading L: The Best and the Worst Vocabulary 2. Mastery words from Books I and II repeated: grtis agere, patr nus. © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III Chapter 63 The Value of Friendship READINGS Background Cicero and the De amicitia In the months following the assassination of Julius Caesar in 44 B.C., Cicero’s beloved daughter Tullia died, a fact that many think led him to turn his thoughts to philosophy. His idea of friendship, which was similar to that of Aristotle (see page 125 of the Student’s Book), reflects the Stoic view of the world, a view that was especially Roman. Cicero’s philosophical treatise De amicitia (the formal title of which is Laelius de amicitia), was one of 26 philosophical works that he wrote in his lifetime. For the sentiments expressed in this treatise, Cicero owed no small debt to his instructor in Roman law, Quintus Mucius Scaevola, who had repeated to Cicero the discourse on friendship that he had heard from Gaius Laelius Sapiens “The Wise” (b.c.186 B.C) Laelius himself had heard this discourse from his close friend Scipio Africanus Minor, who is the post mortem subject of Cicero’s dialogue. The dialogue is staged as having taken place in 129 B.C., a few days after Scipio Minor’s mysterious death. The interlocutors in the dialogue, including Scaevola, were members of what was known as the Scipionic Circle, which consisted of some of the artistic, literary, and social avantgarde of the Roman nobility. Other members included the comic playwright Terence, the Greek historian Polybius, Panaetius, the Stoic philosopher from Rhodes, and Lucilius, the earliest Roman satirist. Aristotle and Cicero on Friendship The quote from Aristotle on page 125 of the Student’s Book comes from his Nicomachean Ethics, itself greatly influenced by Plato’s Socratic dialogue Lysis, which was the earliest known treatise in Greek on the subject of friendship. The Nicomachean Ethics was a philosophical treatise on the subjects of virtue and moral character dedicated to Aristotle’s son Nicomachus. Books VIII and IX, in particular, are devoted to the subject of friendship. The selections of the De amicitia presented in this chapter are among those required as preparation for the AP Latin Exam on Latin Literature: Catullus/Cicero. The teacher is advised to consult the latest AP Latin syllabus for further inform-ation. The following summaries may be useful to the teacher both before and after reading the Latin of this chapter with students. See also the Questions for Thought and Discussion © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III on page 133 of the Student’s Book before beginning the reading, in order to create a frame of reference for future discussion. Aristotle’s idea of true friendship, as presented in the quote from the Nicomachean Ethics on page 125 includes the following: • friendship is a noble virtue and worth pursuing as an end in itself • friendship is a necessity of life • friendship is indispensable to both parties, no matter what the circumstances of the friends Cicero’s idea of true friendship, as presented in Readings A and B of this chapter, includes the following: • friendship (amcitia) consists of harmony (c nsnsi ) in all things, together with mutual goodwill (benevolentia) and affection (crits) (A:1-2) • friendship is second only to wisdom amongs the gifts given to mankind by the gods (A:2-3) • friendship makes life worth living by making it possible to share the enjoyment of prosperity and the hardships of adversity (B:3-5 and 11-12) For Cicero, true friendship exists only between good men who are virtuous. While friendship offers material advantages, it does not seek them out. Friendship can exist in distant relationships, but the closer the relationship, the stronger the friendship. The existence of friendship as an ideal state of nature creates the concept that all men are combined, along with the gods, in a community based on shared reason. Friendship is often difficult to achieve in the real world, however, because of the pressures of politics and the stresses brought by ill fortune. Teaching Suggestions 1. For more information on Greek and Roman philosophy, consult Mark Morford, Roman Philosophers, Routledge, 2002, C.D.C. Reeve and Patrick Lee Miller, Introductory Readings in Ancient Greek and Roman Philosophy, Hackett Publishing Co., 2007, and St. George Stock, A Little Book of Stoicism, 2004. The following Web sites are also excellent resources: for Cicero and his philosophical writings: The Internet Encyclopedia of Philosophy at http://www.iep.utm.edu/c/cicero.htm; for Stoicism, see The Stanford Encyclopedia of Philosophy at http://plato.stanford.edu/entries/stoicism/; “The Rebirth of Stoicism?” © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III at http://puffin.creighton.edu/phil/Stephens/rebirth_of_stoicism.htm (William O. Stephens, Creighton Univ.), and The Stoic Place at http://www.wku.edu/~jan.garrett/stoa/ (Jan Garrett, Western Kentucky Univ.). There are downloadable audio files of good radio talk programs on topics relevant to this chapter at: BBC Radio 4’s “In Our Time” program on friendship at http://www.bbc.co.uk/radio4/history/inourtime/inourtime_20060302.shtml; BBC Radio 4's “In Our Time” program on Stoicism at http://www.bbc.co.uk/radio4/history/inourtime/inourtime_20050303.shtml; and Philosophy Talk at http://www.philosophytalk.org/pastShows/Stoicism.html 2. If you or your students should become interested in the Scipio family, there are two good activities, “Scipio and the Virgin,” pages 39ff., and an exercise on the family tree of the early Scipios and their relatives, Tiberius and Gaius Gracchus, pages 71-72, both found in Classical Rome Comes Alive, by Hildegarde Wulfing Roberts (Teacher Ideas Press, 1992). Reading A: What is Friendship? Vocabulary 1. Words to be deduced: dvnus (1), potentia (4), incertus (5). 2. Mastery words from Books I and II that are repeated in 63A: an, dvitiae, volupts. 3. critte (2): This noun, related to the adjective carus, -a, -um, gives the English word charity. The pop-folk singer Cat Stevens has written and sung in Latin a song titled “O Caritas,” the lyrics of which are available online. 4. sapienti (2): Ask students to derive the meaning of the human species homo sapiens; cf. hmnus (1), from hom . The literal meaning of sapi is to taste, transferring to being sensible or wise. As a substantive, sapins means philosopher. 5. temeritte (6): Help students with this word by referring to temerrius (Chapter 5). Illustration Sarcophagus of Scipio Barbatus (p. 127) The sarcophagus of L. Cornelius Scipio Barbatus (died c. 280 B.C.) that is depicted on page 127 contains an epitaph for the deceased that was written in Saturnians, an early Latin meter. Scipio Barbatus had been a consul and censor of Rome and was the greatgrandfather of Scipio Africanus and the great-great-great grandfather of the Scipio about whom Cicero wrote in the De amicitia. The gens Cornlia was one of the most important and influential families in Roman history (and the family of the Cornelii of ECCE ROMANI!) © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III The sarcophagus, which came from the family tomb of the Scipios that can still be visited along the Appian Way, is now preserved in the Vatican Museum. Note the early Latin forms found in the inscription below. CORNELIVS·LVCIVS·SCIPIO·BARBATVS·GNAIVOD·PATRE PROGNATVS·FORTIS·VIR·SAPIENSQVE— QVOIVS·FORMA·VIRTVTEI·PARISVMA FVIT—CONSOL CENSOR·AIDILIS·QVEI·FVIT·APVD·VOS— TAVRASIA·CISAVNA SAMNIO·CEPIT—SVBIGIT·OMNE·LOVCANA·OPSIDESQVE·ABDOVCIT Cornelius Lcius Scpi Barbtus, Gnae patre progntus fortis vir sapinsque, cuius forma virtt parissima fuit – c nsul, cnsor, aedlis qu fuit apud v s. – Taurasiam, Cisaunam, Samnium cpit. – subgit omne Lcnam obsidsque abduxit. Cornelius Lucius Scipio Barbatus, born from Gnaeus his father, a man strong and wise, whose appearance was most appropriate to his virtue, who was consul, censor, and aedile among you - He captured Taurasia, Cisauna, Samnium - he subdued all Lucania and led off hostages. Reading B: The Value of Friendship Vocabulary 1. Words to be deduced: excld (9). 2. Mastery words from Books I and II that are repeated in 63B: ai , care . Illustration French Manuscript Illumination (p. 129) The picture appearing on page 129 illustrates a manuscript illumination of the end of the 15th century from the Formulae vitae honestae by Martin de Braga, an Hispanic bishop and theologian who had become a saint after his death in A.D. 579. (For this Latin text, see the Web site http://www.thelatinlibrary.com.) The text of the manuscript is a translation of three philosophical treatises from Latin to French, including the De amicitia. © Pearson Education, Inc., or its affiliates. All rights reserved. ECCE ROMANI III The manuscript is now held in the Russian National Library in St. Petersburg. The central figure in the picture, Marcus Porcius Cato the Elder, known as “The Censor” (234-149 B.C.), is perhaps best known for his frequent plea Carthg dlenda est! in the Senate House. As mentioned in the caption, Cato was the main speaker in Cato Maior de senectute (On Old Age), which Cicero wrote at approximately the same time as the De amicitia. In his discourse, Cato speaks with Scipio Africanus and with Gaelius Laelius, the interlocutor of the De amicitia. Reading C: Laelius’ Friendship with Scipio Vocabulary 1. Words to be deduced: fragilis (1), prvtus (7), requis (7), offend (8) 2. Mastery words from Books I and II that are repeated in 63C: n . . . quidem. 3. c nsensus (6): cf. c nsnsi (A:2) 4. requis (7): Deduce from quis (Chapter 23). This word appears as a verb in the phrase R.I.P., Requiscat in Pce, May s/he rest in peace. 5. oblectti nis (7): Related to the verb dlect . 6. rsticati nis (10): Related to rsticus (vlla rstica) and to rs, rris. © Pearson Education, Inc., or its affiliates. All rights reserved.