Liberalitas forms one of the central frameworks for defining social bonds within Roman society, and was part of how Roman poets constructed the world. This is most explicitly evident in the poets’ references to “patrons” and benefactors, but it extends much further. The poets worked within a broad framework of social conventions and expectations which must be understood in order to see how their poetry uses and responds to the concepts associated with liberalitas. Cicero’s de officiis and Seneca’s de beneficiis are therefore useful, as they offer idealised, prescriptive views of liberalitas in Roman society. Many scholars have investigated the relationships between poets and their patrons, including Peter White, Barbara Gold, James Zetzel, and Phebe Lowell Bowditch. I argue that any true understanding of the role of liberalitas in Roman poetry must also comprehend its importance in other areas. This dissertation focuses on the poetry of Catullus, Horace, Propertius, Tibullus, and Virgil in the Eclogues. The introduction addresses traditional liberalitas as defined by Cicero and Seneca in their works on benefits and duties. Chapter one illustrates how Catullus, Horace, and Tibullus display ideals similar to those of Cicero and Seneca and use the conventions of liberalitas for praising and blaming members of their social groups. Chapter two addresses the problems of status raised by liberalitas and investigates the strategies used by Catullus, Horace, Propertius, and Tibullus to mitigate these problems and further their social, literary, and aesthetic aims. Chapter three demonstrates how the love poets used and redefined the terminology and ideology of liberalitas to construct an obligation on the part of their beloveds to reciprocate the gifts given by the poets but reject the gifts given by rival lovers. Finally, Chapter four examines the role of liberalitas in formulating and expressing a poetic program in Virgil’s Eclogues, which points to its function in mediating the connection between ‘real-life’ political and social concerns and the literary preoccupations of Roman poets. The various applications of this concept demonstrated in these four chapters present the study of liberalitas as a useful and productive tool in the investigation of the poetry of this period.

Robert Russell Craven's Thesis (doctoral)--University of Rhode Island, 1976. / Includes bibliographical references (p. 239-250).

Thesis (doctoral)--Albert-Ludwigs-Universität, 1935. / Lebenslauf. Includes bibliographical references.

Inaug.-Diss.--Albert-Ludwigs-Universität zu Freiburg i. Br. / Bibliography: p. i-lxvi.

In 1541, writing under the pseudonym Hélisenne de Crenne, the French noblewoman Marguerite Briet produced a translation of the first four books of Virgil’s Aeneid that remains largely unknown. As a female author, Hélisenne provides a sixteenth-century woman’s perspective on the Aeneid, an on classical literature more generally, and the uniqueness of her translation in this respect makes her work extremely significant, particularly given the relatively recent interest in women and other marginal voices within the field of classics. This thesis contributes to an understanding of the need for a holistic approach to Classical Reception Studies, through a thorough examination of Hélisenne’s translation not only with regard to her gender but also the social, historical and literary climate in which she writes. Focussing on the mise en livre, as well as the text, my approach also stresses the need to reevaluate the relationship between the author and the text that we often assume in classics is more direct than is actually the case. Through such an examination of her Eneydes, Hélisenne emerges as a serious participant in the humanist tradition who engages with classical literature in such a way as to question masculine textual authority and the notion of an objective truth, whilst deliberately implicating herself through her translation in a web of authorities who are not to be trusted.

Virgil's Aeneid departs from his earlier pastoral poetry in featuring herdsmen as agents of violence. His Eclogues characterize herdsmen as musicians who are helpless against the violence of outsiders. In the Aeneid, in contrast, herdsmen both unwittingly catalyze and deliberately take part in acts of war; they never make music. In similes in the epic, the hero Aeneas is compared to a herdsman engaged in activities that are not typically pastoral. Partial studies of pastoral elements in the epic have focused on evaluating Aeneas in moral or political terms or on the aesthetic function of pastoral motifs in "reducing" the subject matter of heroic epic to an Alexandrian scale. I take a different approach, examining pastoral motifs in the Aeneid in relation to Greek models in epic and tragedy. The tragedians regularly use pastoral figures, language, landscapes, and music to set up ironic contrasts between peace and its violation. Identifying this tragic use of pastoral offers insight into Virgil's strategy of intensifying the shocking effect of violence by juxtaposing it with images of pastoral peace. Virgil develops the tragic ambiguity of characters, landscapes, and musical language with pastoral associations to express the underlying tragic tension between Aeneas' constructive aims as a leader and his inevitably destructive methods. / The Classics

Aeneas in the Antipodes offers an Australian perspective on the teaching of Virgil�s poetry in the secondary school. The study examines practices in the State of New South Wales from 1900 to the early years of the twenty-first century. The changing role of Latin in the curriculum is traced through a historical account showing the factors which caused a decline in the status and popularity of the subject from the beginning of the century to the 1970s. This decline, not confined to Australia, stimulated the introduction of new teaching methods with different emphases which were, to some extent, successful in preserving Latin from extinction in schools. Against this background of change, Virgil remained the Latin author most frequently studied in the final year of school. Because this poetry was so consistently prescribed for public examinations, a detailed investigation is made of the questions set and of the examiners� comments on candidates� performance, as evidence of changes in expectations and hence, in teaching methods. The influence of trends in Virgilian scholarship is assessed by means of a review of all the officially recommended commentaries and secondary works. The growth of literary criticism from the 1960s is shown to have had a marked effect on syllabuses and examinations, and consequently on the approach taken in the classroom. The role of local professional organizations in supporting the teaching of Virgil has been documented, showing how the disappearance of official support for Latin teaching was to some extent counterbalanced by an increase in voluntary effort. The resources and methods used to introduce Virgil to comparative beginners are classified and reviewed. An assessment is also offered of approaches made to teaching Virgil in English at both junior and senior secondary levels. The final chapter reviews the changes brought about since 2000. Current teaching practices are documented through classroom observations and teacher surveys, substantiating the impression that while most students at the beginning of the twenty-first century are less prepared than their predecessors to translate Virgil independently, they are expected to attempt a far more sophisticated analysis of the literary features Note: For appendix 3-10 please see hardcopy edition.

Thesis (MA)--University of Stellenbosch, 2006. / On title page: MA in Klassieke Letterkunde. Bibliography. Also available via the Internet.

Thesis (Ph. D.)--University of Chicago. / Includes bibliographical references.

Robert Russell Craven's Thesis (doctoral)--University of Rhode Island, 1976. / Includes bibliographical references (p. 239-250).