By Jo-Ann A. Brant
The essays during this quantity study the connection among historical fiction within the Greco-Roman international and early Jewish and Christian narratives. they give thought to how these narratives imitated or exploited conventions of fiction to supply varieties of literature that expressed new principles or formed group identification in the transferring social and political climates in their personal societies. significant authors and texts surveyed comprise Chariton, Shakespeare, Homer, Vergil, Plato, Matthew, Mark, Luke, Daniel, three Maccabees, the testomony of Abraham, rabbinic midrash, the Apocryphal Acts, Ezekiel the Tragedian, and the Sophist Aelian. This diversified assortment finds and examines common concerns and syntheses within the making: the pervasive use and subversive energy of imitation, the excellence among fiction and historical past, and using background within the expression of identification.
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Additional info for Ancient Fiction: The Matrix of Early Christian And Jewish Narrative
Ziebarth, Aus der antiken Schule, 12: qeo\j ou)d ) a)n/ qrwpoj O (/ mhroj. 41. 8). 42. 5). 43. 12 (cf. Il. 6 (cf. Il. 483). 44. 4 (cf. Il. 5 (cf. Il. 474). 45. 6 (cf. Od. 1 (cf. Od. 34). 46. , Il. 55) and “fair ankled” Leucothea (Od. 333) or Hebe (Od. 603). 47. 9, all citing the Homeric tag e1nqen e9lw/n (Od. 11, which cite the tag ou)p / w pa~n ei)r/ hto e)p / oj (Od. 11). On Chariton’s use of Homer, see also Papanikolaou, Chariton-Studien, 14–16. 48 And yet, Chariton’s familiarity probably goes well beyond that gained in school.
Conclusion A number of general conclusions proceed from the above analysis. First, regarding Chariton’s own education, we can say the following: He “certainly,” as Reardon says, “had a decent secondary education”—an obvious conclusion, to judge from his use of the Homeric epics. The habits he learned under a grammatiko/j were maintained throughout his later life, allowing him to use “the poet” as adeptly and frequently as he did. But Reardon’s addendum “perhaps more” sells Chariton short. His use of historians and orators for quotations, allusions, phraseology, and historical details; his sure grasp of progymnasmata like h)qopoii/ai; and his relish for the courtroom and judicial speeches—all these features of the novel document a tertiary education as well.
E. and lasting throughout antiquity and beyond,19 remained the preserve of urban elites, as even basic literacy, the consequence of completing the primary curriculum, never rose above fifteen percent. 21 The introduction of grammar to the secondary curriculum, she adds, occurred in the early Roman period as yet “an extra rung on the ladder of literate status,”22 a status that those 14. See Cribiore, Writing, 40, 139–52; and Gymnastics of the Mind, 167–69. 15. See Cribiore, Writing, 43–44; and Gymnastics of the Mind, 169–70.