Proefschrift--Utrecht. / Vita. "Stellingen": [2] l. inserted. Summary in English. Bibliography: p. 149.

Thesis (Ph. D.)--University of Wisconsin, 1966. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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The object of education in the United States is development of the human being as a person and as a citizen in a democracy. In high school that person is a youth--one whose needs for development are common to the democratic tradition of every age. The greatest wealth of any nation is its human beings. A person is whole and unified, yet he possesses many avenues through which life is realized, experiences are enlarged and control is secured over materials and forces. In view of the objectives above, it is planned to present in the paper a discussion of the way in which Virgil reveals the qualities which if acquired characterize youth as honorable, upright and noble characters. In chapter two which follows, each quality is exemplified by several noteworthy illustrations from the Aeneid. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaf 20).

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Thesis (MPhil (Ancient Studies)--Stellenbosch University, 2008. / Chapter 1 begins by giving the 21st century reader of the Aeneid insights into the innovative socio-cultural environment of the Augustan Age. Following this is an investigation into the societal and cultural importance placed on the Four Cardinal Values in Augustan Age society. Virgil’s attitude to war has been a perennial topic of debate amongst Virgilian scholars. The focus of chapter 1 becomes more specific as it examines Virgil’s personal history, the socio-cultural environment of his childhood and the influence this may have had on his adult opinion of war and the way it is expressed in the Aeneid. An aspect of Virgil’s personal history that is fundamental to understanding his social context, is his relationship with Emperor Augustus. To conclude chapter 1, this is investigated with specific reference to two episodes in the Aeneid. In chapter 2, attention is given to particular aspects of Virgil’s portrayal of Aeneas’ heroic nature. The chapter opens with an examination of Virgil’s representation of Aeneas’ imperfect heroism, then suggests possible reasons behind the inclusion of ambiguity in this characterization. In addition to this, the question of Homeric characteristics in Virgil’s Roman hero is investigated. Chapter 2 then examines the more positive aspects of Virgil’s depiction of Aeneas’ heroism, concluding with a discussion on the favourable interpretation by Augustan Age Romans of Virgil’s demonstration of Aeneas’ heroic nature. Chapter 3 is devoted to a discussion of the manner in which Virgil’s environment influenced his presentation of Aeneas’ personal interactions. Prior to addressing the actual relationships, the chapter explores the question of Virgil’s characterization of Aeneas as somewhat uncommunicative in the epic. This chapter then concentrates on two main facets of Virgil’s portrayal of Aeneas’ personal relationships, i.e. those with family members and those with relevant non-family members that illustrate the extent to which Virgil’s social context influenced his composition of this poem. In conclusion, this study summarises the importance of viewing the Aeneid in its correct context. A bibliography is appended.

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Inaug.-Diss.--Heidelberg. / Vita. Bibliography: p. 98-105.

Inaug.-Diss.--Heidelberg. / Vita. Bibliography: p. 98-105.

Habilitationsschrift--Tübingen. / Bibliography: p. [215]-237.