This book collects new work on Latin didactic poetry and prose in the late Republic and early Empire, and it evaluates the varied, shifting roles that literature of teaching and learning played during this period. Instruction was of special interest in the culture and literature of the late Roman Republic and the Age of Augustus, as attitudes towards education found complex, fluid, and multivalent expressions. The era saw a didactic boom, a cottage industry whose surviving authors include Vergil, Lucretius, Ovid, Horace, Cicero, Varro, Germanicus, and Grattius, who are all reexamined here. The contributors to this volume bring fresh approaches to the study of educational literature from the end of the Roman Republic and early Empire, and their essays discover unexpected connections between familiar authors. Chapters explore, interrogate, and revise some aspect of our understanding of these generic and modal boundaries, while considering understudied points of contact between art and education, poetry and prose, and literature and philosophy, among others. Altogether, the volume shows how lively, experimental, and intertextual the didactic ethos of this period is, and how deeply it engages with social, political, and philosophical questions that are of critical importance to contemporary Rome and of enduring interest into the modern world. Didactic Literature in the Roman World is of interest to students and scholars of Latin literature, particularly the late Republic and early Empire, and of Classics more broadly. In addition, the volume’s focus on didactic poetry and prose appeals to those working on literature outside of Classics and on intellectual history.

Professor Dihle sees the Greek and Latin literature between the 1st century B.C. and the 6th century A.D. as an organic progression. He builds on Schlegel's observation that art, customs and political life in classical antiquity are inextricably entwined and therefore should not be examined separately. Dihle does not simply consider narrowly defined `literature', but all works of cultural socio-historical significance, including Jewish and Christian literature, philosophy and science. Despite this, major authors like Seneca, Tacitus and Plotinus are considered individually. This work is an authoritative yet personal presentation of seven hundred years of literature.

This volume investigates how versions of Trojan War narratives written in Greek in the first through fifth centuries C.E. created nostalgia for audiences. In ancient education, the Iliad and the Odyssey were used as models through which students learned Greek language and literature. This, combined with the ruling elite’s financial encouragement of re-creations of the Greek past, created a culture of nostalgia. This book explores the different responses to this climate, particularly in the case of the third-century C.E. poet Quintus of Smyrna’s epic Posthomerica. Positioning itself as a sequel to the Iliad and a prequel to the Odyssey, the Posthomerica is unique in its middle-of-the-road response to nostalgia for Homer’s epics. This book contrasts Quintus’ poem with other responses to nostalgia for Homeric narratives in Greek literature of the Roman Empire. Some authors contradict pivotal events of the Iliad and Odyssey, such as the first-century orator Dio Chrysostom’s Trojan Speech, which claims that the Trojan hero Hector did not in fact die, contrary to the Iliad’s account. Others re-created Homeric narratives but did not contradict them, improvising some elements and adding others. Quintus strikes a compromise in his epic, re-imagining Homeric narrative by introducing new characters and scenarios, while at the same time retaining the Iliad and Odyssey’s aesthetics. Nostalgias for Homer in Greek Literature of the Roman Empire is of interest to students and scholars working on Homeric reception and the Greek literature of the Roman Empire, as well as those interested in classical literature and reception more broadly.

Michael von Albrecht's A History of Roman Literature, originally published in German, can rightly be seen as the long awaited counterpart to Albin Lesky's Geschichte der Griechischen Literatur. In what will probably be the last survey made by a single scholar the whole of Latin literature from Livius Andronicus up to Boethius comes to the fore. 'Literature' is taken here in its broad, antique sense, and therefore also includes e.g. rhetoric, philosophy and history. Special attention has been given to the influence of Latin literature on subsequent centuries down to our own days. Extensive indices give access to this monument of learning. The introductions in Von Albrecht's texts, together with the large bibliographies make further study both more fruitful and easy.

A wide-ranging study of violence in Latin literature, across the spectrum of texts and genres from Plautus to Prudentius.

Didactic Epic was enormously popular in the ancient world. It was used to teach Greeks and Romans technical and scientific subjects, but in verse. Epic Lessons shows how this scientific poetry was intended not just to instruct but also to entertain. Praise for its predecessor, Reading Epic 'Toohey's erudition makes the complexities and the strangeness of these ancient poems appear as clear as daylight and his enthusiasm renders them as attractive as the latest blockbuster.' - JACT Review

This new edition broadens the scope of Fantham’s study of literary production and its reception in Rome. Scholars of ancient literature have often focused on the works and lives of major authors rather than on such questions as how these works were produced and who read them. In Roman Literary Culture, Elaine Fantham fills that void by examining the changing social and historical context of literary production in ancient Rome and its empire. Fantham’s first edition discussed the habits of Roman readers and developments in their means of access to literature, from booksellers and copyists to pirated publications and libraries. She examines the issues of patronage and the utility of literature and shows how the constraints of the physical object itself—the ancient "book"—influenced the practice of both reading and writing. She also explores the ways in which ancient criticism and critical attitudes reflected cultural assumptions of the time. In this second edition, Fantham expands the scope of her study. In the new first chapter, she examines the beginning of Roman literature—more than a century before the critical studies of Cicero and Varro. She discusses broader entertainment culture, which consisted of live performances of comedy and tragedy as well as oral presentations of the epic. A new final chapter looks at Pagan and Christian literature from the third to fifth centuries, showing how this period in Roman literature reflected its foundations in the literary culture of the late republic and Augustan age. This edition also includes a new preface and an updated bibliography.

Johannine Writings and Apocalyptic provides a wide-ranging and thorough annotated bibliography for John's Gospel, the Johannine letters, Revelation, and apocalyptic writings pertinent to these books. More inclusive than many other bibliographies, this volume provides reference to over 1300 individual entries, often including references to multiple works with a given description. Annotations are designed to provide guidance to a wide range of readers, from students wishing to gain entry to the subject to graduate students engaging in research to professors needing ready access to useful materials. The volume is topically organized and indexed for easy access.

"In ancient didactic poetry, poets frequently make use of imagery - similes, metaphors, acoustic images, models, exempla, fables, allegory, personifications, and other tropes - as a means to elucidate and convey their didactic message. In this volume, which arose from an international conference held at the University of Heidelberg in 2016, we investigate such phenomena and explore how they make the unseen visible, the unheard audible, and the unknown comprehensible. By exploring didactic poets from Hesiod to pseudo-Oppian and from Vergil and Lucretius to Grattius and Ovid, the authors in this collective volume show how imagery can clarify and illuminate, but also complicate and even undermine or obfuscate the overt didactic message. The presence of a real or implied addressee invites our engagement and ultimately our scrutiny of language and meaning"--