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Class 2 Epic and HomerClass 2 Epic and Homer
AppetizerAppetizer
Literature HumanitiesLiterature Humanities
Humanities C1001-C1002: Masterpieces of WesteHumanities C1001-C1002: Masterpieces of Western literature and philosophyrn literature and philosophy
Popularly known as “Literature Humanities’’ Popularly known as “Literature Humanities’’ or “Lit Hum,” this yearlong course offers Color “Lit Hum,” this yearlong course offers Columbia College students the opportunity to eumbia College students the opportunity to engage in intensive study and discussion of sngage in intensive study and discussion of some of the most significant texts of Western ome of the most significant texts of Western culture. culture.
The course is not a survey, but a series of careful The course is not a survey, but a series of careful readings of literary works that reward both first readings of literary works that reward both first encounters and long study. Whether class work encounters and long study. Whether class work focuses on the importance of the text to focuses on the importance of the text to literary history or on its significance to our literary history or on its significance to our contemporary culture,contemporary culture, the goal is to consider the goal is to consider particular conceptions of what it means to be particular conceptions of what it means to be human as well as the place of such conceptions in human as well as the place of such conceptions in the development of critical thought. the development of critical thought.
The principal objectives of Literature Humanities aThe principal objectives of Literature Humanities are to teach students to analyze literary texts and to re to teach students to analyze literary texts and to construct intellectual arguments. An interdepartmeconstruct intellectual arguments. An interdepartmental staff of professorial and ntal staff of professorial and preceptorialpreceptorial ( ( 指导者指导者的的 )faculty meets with groups of approximately twe)faculty meets with groups of approximately twenty-two students for four hours a week in order to nty-two students for four hours a week in order to discuss texts by discuss texts by Homer, Aeschylus, Sophocles, Homer, Aeschylus, Sophocles, Euripides, Herodotus, Thucydides, AristophanEuripides, Herodotus, Thucydides, Aristophanes, Plato, Vergil, Augustine, Dante, Boccaccio, es, Plato, Vergil, Augustine, Dante, Boccaccio, Montaigne, Shakespeare, Austen, Dostoevsky, Montaigne, Shakespeare, Austen, Dostoevsky, and Woolf,and Woolf, as well as Hebrew Scriptures and New as well as Hebrew Scriptures and New Testament writings.Testament writings.
Taught by members of the Departments of Taught by members of the Departments of Classics, English and Comparative Literature, Classics, English and Comparative Literature, French, German, Italian, Middle East and Asian French, German, Italian, Middle East and Asian Languages and Cultures, Philosophy, Religion, Languages and Cultures, Philosophy, Religion, Slavic Languages, and Spanish; and members of Slavic Languages, and Spanish; and members of the Society of Fellows. Major works by over twenty the Society of Fellows. Major works by over twenty authors, ranging in time, theme, and genre from authors, ranging in time, theme, and genre from Homer to Virginia Woolf. Students are expected to Homer to Virginia Woolf. Students are expected to write at least two papers, to complete two write at least two papers, to complete two examinations each semester, and to participate examinations each semester, and to participate actively in class discussionsactively in class discussions
Contemporary Civilization C1101-C1102: Contemporary Civilization C1101-C1102: Introduction to contemporary civilization in the Introduction to contemporary civilization in the
westwest.. The central purpose of “Contemporary CiviliThe central purpose of “Contemporary Civili
zation” or “CC” is to introduce students to a rzation” or “CC” is to introduce students to a range of issues concerning the kinds of comange of issues concerning the kinds of communities— political, social, moral, and religiomunities— political, social, moral, and religious—that human beings construct for themseus—that human beings construct for themselves and the values that inform and define slves and the values that inform and define such communities; the course is intended to uch communities; the course is intended to prepare students to become active and inforprepare students to become active and informed citizens.. med citizens..
Founded in 1919 as a course on War and Peace Founded in 1919 as a course on War and Peace Issues, Contemporary Civilization has evolved Issues, Contemporary Civilization has evolved continuously, while remaining a constant and continuously, while remaining a constant and essential element of the Columbia College essential element of the Columbia College curriculum. The course asks students to curriculum. The course asks students to read read closely texts in various traditions of argumentclosely texts in various traditions of argument and to construct arguments of their own, both in and to construct arguments of their own, both in speech and in writing, about some of the explicit speech and in writing, about some of the explicit and implicit issues these texts raiseand implicit issues these texts raise
Both the form and the content of the course contriBoth the form and the content of the course contribute to the achievement of its aims. The discussiobute to the achievement of its aims. The discussion format is intended to respond in a palpable way tn format is intended to respond in a palpable way to the existence in these traditions of different and o the existence in these traditions of different and often conflicting points of view; to embody the posoften conflicting points of view; to embody the possibility of reasoned discourse among people who hsibility of reasoned discourse among people who hold disparate convictions; and to help students shaold disparate convictions; and to help students sharpen their own skills of thought and argument abourpen their own skills of thought and argument about matters of current personal and civic concern thrt matters of current personal and civic concern through participating in and extending the debates of ough participating in and extending the debates of the past. the past.
The Contemporary Civilization syllabus The Contemporary Civilization syllabus introduces students to a set of ideas and introduces students to a set of ideas and arguments that arguments that have played a formative have played a formative role in the political and cultural history of role in the political and cultural history of our time, alerts them to ideas that have our time, alerts them to ideas that have not held an influential role in that historynot held an influential role in that history, , and acquaints them with some exemplars of and acquaints them with some exemplars of critical thinking about alternative cultures, critical thinking about alternative cultures, institutions, and practices. institutions, and practices.
PoetryPoetry
Why does poetry exist ?What is poetry about ?Why does poetry exist ?What is poetry about ? THE HUMAN heart has ever dreamed of a fairer THE HUMAN heart has ever dreamed of a fairer
world than the one it knows. No man, however world than the one it knows. No man, however dark his spirit, however cramped his senses, is dark his spirit, however cramped his senses, is quite without the yearning after wider horizons and quite without the yearning after wider horizons and a purer air. In a happy moment earth seems to a purer air. In a happy moment earth seems to hold for all the promise of larger things. The hold for all the promise of larger things. The moment passes; and the world closes in again, moment passes; and the world closes in again, actual, bare, unyielding, as before.actual, bare, unyielding, as before.
What each of us is seeking the What each of us is seeking the poet has already found. Poetry is poet has already found. Poetry is the step the step beyond,beyond, which we were which we were about to take, but were not certain about to take, but were not certain of the way. In our experience from of the way. In our experience from year to year, we are not without year to year, we are not without glimpses of beauty in the world, a glimpses of beauty in the world, a sense of meaning somewhere sense of meaning somewhere within the shows of things. within the shows of things.
Of this beauty and this meaning poeOf this beauty and this meaning poetry is a fuller revelation. The poet givtry is a fuller revelation. The poet gives us back the world we already knoes us back the world we already know, though it is a world transfigured; w, though it is a world transfigured; he draws his material from stores to he draws his material from stores to which we all have access, but with a which we all have access, but with a difference. His vision, clearer and mdifference. His vision, clearer and more penetrating, transfigures the factore penetrating, transfigures the facts and discloses the beauty only waits and discloses the beauty only waiting to be thus revealed.ing to be thus revealed.
THE ORIGIN AND COURSE OF THE ORIGIN AND COURSE OF NARRATIVE POETRYNARRATIVE POETRY
The older poetry of a people takes shape The older poetry of a people takes shape around a story. Childhood dearly loves a around a story. Childhood dearly loves a tale; for its simple heart finds the way out of tale; for its simple heart finds the way out of a reality it does not understand by contriving a reality it does not understand by contriving a world of make-believe. a world of make-believe. The young The young imagination, not yet beset by too urgent imagination, not yet beset by too urgent actualities, admits no bounds to its wide actualities, admits no bounds to its wide exercise.exercise.
The imagination of childhood The imagination of childhood demands action, deeds done and demands action, deeds done and stories told,—stories told,—high adventureshigh adventures of gods of gods and heroes, or the tangled fortunes of and heroes, or the tangled fortunes of princes and damsels, of knights and princes and damsels, of knights and captive ladies, of fairies and sprites. captive ladies, of fairies and sprites. So a fable builds itself out of free So a fable builds itself out of free imaginings. imaginings.
The love of a story never passes. All The love of a story never passes. All through its long history, in every land and through its long history, in every land and among every people, poetry has not ceased among every people, poetry has not ceased to interest itself in all conceivable to interest itself in all conceivable happenings of life. happenings of life. But the stream of poetry But the stream of poetry is fed by many sources, and it takes color is fed by many sources, and it takes color and volume according to the channels and volume according to the channels through which it flows.through which it flows.
Iliad Iliad
Enoch ArdenEnoch Arden" is a poem published in " is a poem published in 1864 by Alfred, Lord Tennyson, during 1864 by Alfred, Lord Tennyson, during his tenure as England's Poet Laureate.his tenure as England's Poet Laureate.
This movement, as each nation This movement, as each nation develops its own art and culture, develops its own art and culture, has been in the direction from the has been in the direction from the general to the particular, from the general to the particular, from the interests of the entire nation to the interests of the entire nation to the affairs of private persons. affairs of private persons.
CHARACTERISTICS OF PRIMITIVE CHARACTERISTICS OF PRIMITIVE POETRYPOETRY
All nations have their own distinctive All nations have their own distinctive beginnings, and these are widely beginnings, and these are widely distributed in time: the term “earlier,” distributed in time: the term “earlier,” therefore, is relative to each nation. therefore, is relative to each nation. Examples of such earlier poetry are the Examples of such earlier poetry are the ““IliadIliad” and the “” and the “OdysseyOdyssey,” on the one ,” on the one hand—though these represent the hand—though these represent the culmination rather than the beginning of culmination rather than the beginning of an age,an age, … …
The story is told and retold: passing The story is told and retold: passing from lip to lip, it receives changes and from lip to lip, it receives changes and additions. Again, finally, some one, additions. Again, finally, some one, unknown by name, gives it the form in unknown by name, gives it the form in which it is written down and so which it is written down and so preserved. But preserved. But it is the poetry of a it is the poetry of a people rather than of a man.people rather than of a man.
This poetry has certain traits which serve to This poetry has certain traits which serve to mark it as popular or national. In the case of mark it as popular or national. In the case of poems of greater scope, like the “Iliad” or poems of greater scope, like the “Iliad” or “Beowulf,” it deals with action in the large. “Beowulf,” it deals with action in the large. The heroes whose deeds it celebrates are The heroes whose deeds it celebrates are the possession of the kindred or the race; the possession of the kindred or the race; they are kings and men of might or valor, they are kings and men of might or valor, known to all in the national traditions. Even known to all in the national traditions. Even the gods are not absent; they play a the gods are not absent; they play a dominant part in the action.dominant part in the action.
One characteristic these tales have which, One characteristic these tales have which, apart from their form as verse, makes them apart from their form as verse, makes them poetry. The world which they give back is poetry. The world which they give back is idealized.idealized. They come into being in response They come into being in response to men’s love of a story. But the action to men’s love of a story. But the action which they embody is not the petty and which they embody is not the petty and commonplace round of daily affairs; the commonplace round of daily affairs; the action is action is heightened and intensified. heightened and intensified.
* lofty, noble, sublime * lofty, noble, sublime
Homer and the EpicHomer and the Epic
EPIC poetry might be described as that EPIC poetry might be described as that in which fewest poets have achieved diin which fewest poets have achieved distinction. stinction.
Homer, Virgil, MiltonHomer, Virgil, Milton treated a large theme with the dignity, gtreated a large theme with the dignity, g
randeur, and beauty which the heroic prandeur, and beauty which the heroic poem demands.oem demands.
Biography of HomerBiography of Homer
Little can be known with certainty. But even Little can be known with certainty. But even though the details of Homer's life remain and though the details of Homer's life remain and probably will always remain? an enigma, his great probably will always remain? an enigma, his great epics come down to us intact.epics come down to us intact.
His works have formed a foundation for all the His works have formed a foundation for all the Western literature that has followed, and his Western literature that has followed, and his characters and stories have had an impact on characters and stories have had an impact on three thousand years' worth of readers. Facts three thousand years' worth of readers. Facts about the poet's life can do little to add to that about the poet's life can do little to add to that legacy.legacy.
Trojan WarTrojan War
No other texts in the Western No other texts in the Western imagination occupy as central a imagination occupy as central a position in the self-definition of Western position in the self-definition of Western culture as the two epic poems of culture as the two epic poems of Homer, the Iliad and the Odyssey . Homer, the Iliad and the Odyssey . They both concern the great defining They both concern the great defining moment of Greek culture, the Trojan moment of Greek culture, the Trojan War.War.
This war, however, fired the imaginations of the GrThis war, however, fired the imaginations of the Greeks and became the defining cultural moment in teeks and became the defining cultural moment in their history. Technically, the war wasn't fought byheir history. Technically, the war wasn't fought by "Greeks" in the classical sense, it was fought by t "Greeks" in the classical sense, it was fought by the he MyceneaensMyceneaens; the Greek culture that we call "cla; the Greek culture that we call "classical" is actually derived from a different group of ssical" is actually derived from a different group of Greeks, theGreeks, the Dorians Dorians and and Ionians.Ionians. However, However, the Grthe Greeks saw the Trojan War as the first moment in hiseeks saw the Trojan War as the first moment in history when the Greeks came together as one peopltory when the Greeks came together as one people with a common purposee with a common purpose..
If the Greeks regarded the Trojan War as If the Greeks regarded the Trojan War as the defining moment of their culture, they did the defining moment of their culture, they did so because of the poetry of Homer. It would so because of the poetry of Homer. It would not be unfair to regard the Homeric poems not be unfair to regard the Homeric poems as the single most important texts in Greek as the single most important texts in Greek culture. While the Greeks all gained their culture. While the Greeks all gained their collective identity from the Trojan War, that collective identity from the Trojan War, that collective identitycollective identity was concentrated in the was concentrated in the values, ethics, and narrative of Homer's epic values, ethics, and narrative of Homer's epic poems.poems.
As the Trojan War was the product of As the Trojan War was the product of Mycenean culture, the Homeric poems Mycenean culture, the Homeric poems were the product of the Greek Dark Agwere the product of the Greek Dark Ages. Whatever happened at Troy, the eves. Whatever happened at Troy, the events were probably so captivating, that ents were probably so captivating, that the Greeks continued to narrate the stothe Greeks continued to narrate the stories long after they had abandoned theiries long after they had abandoned their cities and abandoned writing.r cities and abandoned writing.
These stories probably began as short These stories probably began as short tales of isolated events and heroes; tales of isolated events and heroes; eventually a profession of story-telling eventually a profession of story-telling was established—classical scholars was established—classical scholars call this new professional a call this new professional a "bard"bard." This ." This new professional began combining the new professional began combining the stories into larger narratives; as the stories into larger narratives; as the narratives grew, the technique of story-narratives grew, the technique of story-telling changed as well.telling changed as well.
Although historical, archaeological, and lingAlthough historical, archaeological, and linguistic evidence suggests that the epics were uistic evidence suggests that the epics were composed between 750 and 650 b.c., they acomposed between 750 and 650 b.c., they are set in Mycenaean Greece in about the twre set in Mycenaean Greece in about the twelfth century b.c., during elfth century b.c., during the Bronze Age.the Bronze Age. ThThis earlier period, the Greeks believed, was a is earlier period, the Greeks believed, was a more glorious and sublime agemore glorious and sublime age, when gods , when gods still frequented the earth and heroic, godlike still frequented the earth and heroic, godlike mortals with superhuman attributes populatemortals with superhuman attributes populated Greeced Greece
OdysseyOdyssey
the hero Odysseus: man of deceit and trick ;the hero Odysseus: man of deceit and trick ;
It tells the story of his It tells the story of his nostosnostos, or journey ho, or journey home, to northwest Greece during the ten-year me, to northwest Greece during the ten-year period after the Greek victory over the Trojaperiod after the Greek victory over the Trojans. A tale of wandering, it takes place not on ns. A tale of wandering, it takes place not on a field of battle but on fantastic islands and fa field of battle but on fantastic islands and foreign lands. oreign lands.
* * Nostalgia Nostalgia
Of the two epics, the Odyssey is the later Of the two epics, the Odyssey is the later both in setting and, probably, date of both in setting and, probably, date of composition. composition.
Like the Iliad, the Odyssey was composed Like the Iliad, the Odyssey was composed primarily primarily in the Ionic dialectin the Ionic dialect of Ancient of Ancient Greek, which was spoken on the Aegean Greek, which was spoken on the Aegean islands and in the coastal settlements of islands and in the coastal settlements of Asia Minor, now modern Turkey.Asia Minor, now modern Turkey.
..
After the After the unrelentingunrelenting tragedy and carnage tragedy and carnage of the Iliad, the Odyssey often strikes of the Iliad, the Odyssey often strikes readers as readers as comic or surreal at timescomic or surreal at times. This . This quality has led some scholars to conclude quality has led some scholars to conclude that Homer wrote the Odyssey at a later that Homer wrote the Odyssey at a later time of his life, when he showed less time of his life, when he showed less interest in struggles at arms and was more interest in struggles at arms and was more receptive to a storyline that focused on the receptive to a storyline that focused on the fortunes and misadventures of a single manfortunes and misadventures of a single man
Odysseus’s World Ancient GreeceOdysseus’s World Ancient Greece
Greece, unlike Egypt or Mesopotamia, is not Greece, unlike Egypt or Mesopotamia, is not a place that is easy to live in.a place that is easy to live in.
Infertile soilInfertile soil Lots of mountainsLots of mountains Less fresh waterLess fresh water Coastline/beaches/numerous islandsCoastline/beaches/numerous islands
Good sailing VS lousy farmingGood sailing VS lousy farming Such environment made Greeks try to get Such environment made Greeks try to get
living from seas.living from seas. Sailors/ soldiers / pirate/ traders / Sailors/ soldiers / pirate/ traders /
adventurers adventurers Trojan War: piracy/raiding Trojan War: piracy/raiding
The Greek landscape is beautiful but austerThe Greek landscape is beautiful but austere. e.
Laurence DurrellLaurence Durrell You should see the landscape of Greece. It You should see the landscape of Greece. It
would break your heartwould break your heart.” .”
Spirit of PlaceSpirit of Place
The land’s dazzling variety of colors, textureThe land’s dazzling variety of colors, textures, temperatures, sounds and smells, constas, temperatures, sounds and smells, constantly surprises the eye, the ear, the nose and ntly surprises the eye, the ear, the nose and the heart. But Greece has no harsh extremethe heart. But Greece has no harsh extremes. There are no hot deserts or frozen tundra s. There are no hot deserts or frozen tundra here, no great plains or soaring mountains, here, no great plains or soaring mountains, no grand canyons or giant volcanoes. no grand canyons or giant volcanoes.
Everything seems to be made in a smaller, Everything seems to be made in a smaller, more human scale. The bright sunlight caresmore human scale. The bright sunlight caresses every surface to expose the deepest bluses every surface to expose the deepest blue of the sea, the startling white of stones ane of the sea, the startling white of stones and houses, the brilliant green of pine forests, d houses, the brilliant green of pine forests, wheat fields and olive groves, the richest red wheat fields and olive groves, the richest red and yellow of flowers.and yellow of flowers.
The ubiquitous smell of the sea blends smoThe ubiquitous smell of the sea blends smoothly with the pungent smell of mountain oreothly with the pungent smell of mountain oregano, thyme or pine; it mixes well with the sgano, thyme or pine; it mixes well with the sweet scent of weet scent of jasminejasmine, , lavendelavender, r, basil (basil ( 罗罗勒勒 )) or or baybay(( 月桂树月桂树 ), and brings out the bes), and brings out the best aromas from vineyards, wineries, orange gt aromas from vineyards, wineries, orange groves or freshly baked bread.roves or freshly baked bread.
Nicholas GageNicholas Gage ““The red unpromising soil was sown with stoThe red unpromising soil was sown with sto
nes, but it brought forthnes, but it brought forth the gods, the heroes, and the philosophers, the gods, the heroes, and the philosophers,
the literature, the architecture, and the art.… the literature, the architecture, and the art.… These people (Hellenes) created one of the These people (Hellenes) created one of the brightest, longest lasting, and mostbrightest, longest lasting, and most
Yet when you walk among the stones of GreYet when you walk among the stones of Greece and experience that combination of light ece and experience that combination of light and water and earth that is the Greek landscand water and earth that is the Greek landscape, it all becomes inevitable. No other land ape, it all becomes inevitable. No other land could have produced such a people, and thicould have produced such a people, and this land could have produced nothing else.”s land could have produced nothing else.”
Portrait of GreecePortrait of Greece
Highlight of Landscape : AgoraHighlight of Landscape : Agora
"Agora" in Greek literally means "a place of "Agora" in Greek literally means "a place of gathering" and the Agora of Athens was the gathering" and the Agora of Athens was the heart of Athenian life in Ancient times. For cheart of Athenian life in Ancient times. For centuries It served as a busy marketplace whenturies It served as a busy marketplace where merchants and artisans had congregateere merchants and artisans had congregated to offer their goods to all who gathered, and to offer their goods to all who gathered, and it also provided a platform for the Athenian d it also provided a platform for the Athenian political and intellectual life. political and intellectual life.
This is the place where Aristocrats and Tyrants enfThis is the place where Aristocrats and Tyrants enforced their rule on their Athenian subjects, and whorced their rule on their Athenian subjects, and where later the concept of "direct democracy" was boere later the concept of "direct democracy" was born and flourished. The Agora was the physical placrn and flourished. The Agora was the physical place where every Athenian citizen gathered to conduce where every Athenian citizen gathered to conduct their business, participate in their city's governant their business, participate in their city's governance, decide judicial matters, express their opinion foce, decide judicial matters, express their opinion for all who cared to listen, and elect their city officials.r all who cared to listen, and elect their city officials.
For every free Athenian citizen, participating For every free Athenian citizen, participating in such "common" activities was not merely in such "common" activities was not merely a duty, but instead it was a privilege and an a duty, but instead it was a privilege and an honor. In fact, the term honor. In fact, the term "idiot"idiot" (idiotis=he wh" (idiotis=he who acts on his/her own) was used to mock tho acts on his/her own) was used to mock those who avoided participation in the commoose who avoided participation in the common citizen activities.n citizen activities.
Odysseus' JourneyOdysseus' Journey
Delos, birthplace of Apollo and ArtemisDelos, birthplace of Apollo and Artemis
Corfu IslandCorfu Island
Homers Odyssey describes Corfu as the island of the hosHomers Odyssey describes Corfu as the island of the hospitable Phaeikes, who enabled him after a ten years journpitable Phaeikes, who enabled him after a ten years journey to return home to Ithaca.ey to return home to Ithaca.
Plot OverviewPlot Overview
A large and rowdy mob of suitors who have A large and rowdy mob of suitors who have overrun Odysseus’s palace and pillaged his overrun Odysseus’s palace and pillaged his land continue to court his wife.land continue to court his wife.
Prince TelemachusPrince Telemachus The beautiful nymph CalypsoThe beautiful nymph Calypso Athena, Odysseus’s strongest supporter amAthena, Odysseus’s strongest supporter am
ong the godsong the gods Poseidon’s wrathPoseidon’s wrath
Character listCharacter list
Nausicaa, the Phaeacian princessNausicaa, the Phaeacian princess the Land of the Lotus Eatersthe Land of the Lotus Eaters his battle with Polyphemus the Cyclops, his battle with Polyphemus the Cyclops, his love affair with the witch-goddess his love affair with the witch-goddess CirceCirce, ,
his temptation by the deadly his temptation by the deadly Sirens,Sirens, his journey into Hades to consult the prophehis journey into Hades to consult the prophe
t t Tiresias,Tiresias, his fight with the sea monster his fight with the sea monster Scylla. Scylla.
Major ThemesMajor Themes
Home, wandering, and fidelity;Home, wandering, and fidelity; Cunning and disguise;Cunning and disguise; Women as predatoryWomen as predatory; ; Odysseus' character flaws;Odysseus' character flaws; The power of the gods;The power of the gods; Hospitality;Hospitality;
Textual ReadingTextual Reading
