Seeing Homer

Rubens’ The Death of Hector is a scene from the Iliad replete with un-Homeric details. The armour and red cloaks recall Roman soldiers. Putti are common in Renaissance paintings but not in ancient Greek representations of the Trojan war. For viewers familiar with the Iliad, the putti’s role as spectators is jarringly different from the poem’s presentation of the gods, and Hector’s family, watching the battle (recalled in the painting by the onlookers on the walls). And yet these ‘anachronisms’ are not mistakes, as it would be to say that Rubens lived and worked in fifth century BC Greece. Showing Achilles and Hector in the dress of a later age creates a tradition of heroism in which they act as exemplars, while the putti remind viewers that they necessarily see the painting through modern eyes.

rubens-achilles
Peter Paul Rubens (1577-1640), The Death of Hector, Musée Des Beaux Arts, Pau, c. 1630-35

This capacity of ‘anachronistic’ phenomena to be more than simply redundant or out of place prompts Jacques Rancière to push aside the pejorative ‘anachronism’ in favour of ‘anachrony’. He uses this term to refer to ‘a word, an event, or a signifying sequence that has left “its” time’. He locates the power of anachronies in their ‘capacity to define completely original points of orientation’, from which we might see the world, and our temporal experience of it, in unexpected and revealing ways. Such reorientations emerge in many creative engagements with Homer and other ancient writers, and they play a particularly important role in Alice Oswald’s Memorial, a poem that fragments the Iliad into similes and casualty lists. Hers is a poetics that acknowledges its difference from Homer – she aims to convey the poem’s ‘atmosphere, not its story’. Yet by reaching towards the Iliad’s ‘bright, unbearable reality’, she also transplants readers into a frightening, alien world, using the words of the Greek text ‘as openings to see what Homer was looking at’.

This balancing of dependence and departure is especially pronounced in her renderings of the Iliad’s narratives, which she terms ‘paraphrases’ and which often fold complex scenes out of a few sparse hints. Homer’s characterization of Abarbarea as ‘a nymph of the springs’ (νύμφη / νηῒς Ἀβαρβαρέη, Il. 6.21–2) becomes

There was a blue pool who loved her loneliness
Lay on her stones clear-eyed staring at trees
Her name was Abarbarea …

Oswald cleaves closely to ‘what Homer was looking at’ by accentuating the nymph’s strange dual identity as woman and water. We first meet Abarbarea as ‘a blue pool’, while a few lines later her lover ‘jumped … into her arms’. We can see in her ‘clear-eyed staring’ both a fully anthropomorphic gaze and the pool’s water reflecting the trees. Yet ‘loved her loneliness’ is an un-Homeric notion; isolation tends to be associated with despondency or suffering in the Iliad, as when Achilles stares out to sea after his quarrel with Agamemnon, and there is no word in Homer that corresponds precisely to ‘loneliness’. Similarly, no Homeric character manifests the contemplative absorption evoked by ‘staring at trees’. Like Rancière’s ‘anachronies’, these phrases open up a new ‘orientation’ by making us imagine Abarbarea’s experience of her world.

In other passages, Oswald uses vocabulary and ideas that are even more obviously ‘anachronic’, in the sense of not belonging to Homer’s world. Isos and Antiphos ‘came home as proud as astronauts’ before riding out to their deaths, while Hector

… used to nip home defended by weapons
To stand in full armour in the doorway
Like a man rushing in leaving his motorbike running.

In a rendering of a simile, ‘tribes of summer bees’ are ‘A billion factory women flying to their flower work’. The astronauts, the running motorbike, and the factory show the poet’s workings, tracing imaginative equivalences through which the Iliad becomes freshly meaningful. Hovering between the modern and the ancient, lines like these lay bare the untimeliness of our engagement with Homer. They create a ‘time’ untethered either to that of the Iliad or the experiences of the modern reader, while also intimating that we as readers can never quite be at home in it.

twombly-shield
Cy Twombly (1928 – 2011), Fifty Days at Iliam: Shield of Achilles, Philadelphia Museum of Art, 1978

Distance from Homer is also at issue in Cy Twombly’s series Fifty Days at Iliam. Representative of its attempt to reprogramme our sense of what it might be to ‘see’ the Iliad is ‘Achilles’ Shield’, in which the refusal of canonical representational conventions is the more provocative for being directed at the foundational ecphrasis of ancient literature. Whereas Homer represents the shield as an ordered series of pictures encompassing a range of social, political, and military activities, Twombly sets a title alongside swirling, apparently amorphous brushstrokes. Homer’s highly structured opposition between scenes of war and peace is replaced by contrasting colours. The painting invites us towards a ‘point of orientation’ in which something is represented to us, while also encouraging us to find between the marks on the canvas and the ‘shield’ of the title correspondences formally different from those that paintings such as Rubens’ establish with their subjects. The position of the ‘shield’ to one side of canvas creates an impression of movement, and we might see the blur of lines as enacting the impression the shield makes on its viewers within the story: at the beginning of Iliad 19, for instance, Achilles’ soldiers are seized by fear at the sight of the shield, and cannot bear to look at it.

Rubens, Oswald, and Twombly create new means of encountering the stories the Iliad tells, but they also evoke a ‘bright, unbearable reality’ that emerges from (their readings of) the poem, and yet is separate from it. Their ‘anachronic’ realizations of this domain remind us that the Iliad itself is not entirely ‘of its time’. The very clarity with which the Iliad projects its world ensures not only that that world can be encountered as an endlessly compelling imaginative resource, but that it can be apprehended as a ‘reality’ in relation to which the poem itself is epigonal.

  • Oswald, A. (2012) Memorial: an excavation of the Iliad (London: Faber).

Anachronism Stories

A bit of anachronistic googling will eventually turn up a page devoted to ‘Anachronism’ on a history teaching website (historyonthenet.com). The page provides some nice material for teachers who want to offer a lesson on Anachronism, promising that this one lesson will enable pupils to write their own ‘Anachronism Stories’. It even gives some nice examples of the genre: ‘It was the day of the big race and Emily Davison was tweeting on her i-Phone about her plans for the day …’ is how one girl (Eva Blake from Coombeshead Academy) starts hers. The other Anachronism Stories gathered online feature Facebook, Myspace, YouTube … They tell us much about the obsessions of our own day and hold out the prospect that the anachronisms found in ancient authors may tell us much about their obsessions.

Hic Jacet Eximus Trimalchio, Lovis Corinth, 1919.
Hic Jacet Eximus Trimalchio, Lovis Corinth, 1919.

What would an Anachronism Story from the ancient world have looked like? Perhaps a story from Petronius’ Satyrica will fill the gap. The speaker is not a schoolchild but the death-obsessed millionaire freedman Trimalchio – host of the dinner party that is the longest part of Petronius’ work to survive:

‘At the fall of Ilium, Hannibal, a trickster and a great knave, collected all the sculptures, bronze, gold, and silver, into a single pile, and set light to them. They all melted into one amalgam of bronze. The workmen took bits out of this lump and made plates and entrée dishes and statuettes. That is how Corinthian metal was born …’ (50.5).

What Petronius/Trimalchio may be offering here is a pastiche of schoolboy mythical knowledge: we know from Pliny the Elder that there was a tradition that Corinthian metal was created at the sack of a city (Natural History 34.6) – but it was Corinth rather than Troy that was the city in question, and while Troy was sacked a thousand years before Hannibal’s time (according to ancient calculations), Corinth was destroyed a few decades after his death. For Pliny, the Corinth tradition generates a different kind of anachronism: pretentious collectors, he claims, like to describe statues as Corinthian bronzes even though they were created long before the sack of the city (when the art of sculpture had long been on the wane). And for another Corinthian anachronism we may turn to Isidore, the seventh-century bishop of Seville, who wrote in his Etymologies that Corinthian bronze is the alloy created from the gold, silver, and bronze statues that were burnt when the city was captured by – Hannibal (16.20.4).

One question this sort of story poses is why we should label these versions anachronisms at all. This is a question asked by the French philosopher Jacques Rancière, in one of the most interesting discussions of anachronism that our project has come across so far. Rancière goes on to oppose two types of anachronism: on the one hand, giving Diogenes an umbrella (or an i-Phone for that matter); on the other hand, arguing that Rabelais could not have been an atheist because the category of atheism was not available to him in his time. Why, Rancière asks, call this second sort of slip an anachronism – and so imply that it is a mistake about the category of time? His argument is that to define anachronism as the ultimate sin of the historian is an attempt to redeem time by creating a succession of synchronic epochs that in some way substitute for eternity. Or as he puts it: ‘The truth of history is then the immanence of time as the principle of co-presence.’ But this is a view of time, he objects, that blocks out the possibility of multiple timelines co-existing in the same time.

Whose sin is anachronism anyway? In the case of our ancient Anachronism Story, Trimalchio’s howler is not a million miles from the most famous of all ancient anachronisms – Virgil’s story of Aeneas during his flight from Troy encountering Dido as she founds the city of Carthage (which was actually founded several centuries after the sack of Troy). This chronological problem posed by the Aeneid exercised critics such as Servius in antiquity. Thanks to those critics, it became the textbook case when Renaissance scholars began to be interested in anachronism – for Rancière, a sign that the truth of history as normally understood is founded in ideas of poetry.

Rancière is also, however, concerned with time in another sense: the time of the scholar who constructs or ‘others’ her object and the time of the labourer who exists in a regime of historicity that is defined by the historian’s scrutiny. Or in our example we have the time of Petronius and the time of Trimalchio – except that Trimalchio himself is the man with the power and money, the man who stages the show of a dinner-party. Perhaps then the time of Trimalchio is not a time of ignoramus freedmen. Rather, Trimalchio is rubbing the anachronism in his guests’ faces, aware that no one will speak the truth to power, and reminding us at the same time that Roman power is built on the myths of time propagated by the anachronistic Aeneid and implicated in the same multiple timelines as those other mortal cities – the Troy of Homeric epic and Corinth and Carthage, themselves synchronic victims of Rome.

Historyonthenet promises that by the end of a single lesson the pupils will know what an anachronism is and understand why anachronisms happen. Reading Rancière reminds us that these are complicated questions – and makes us grateful we have three years to think about them.

  • Jacques Rancière – The Concept of Anachronism and the Historian’s Truth, Inprint, 3, June 2015 (translation Tim Stott and Noel Fitzpatrick, original publication 1996).

Scholarly communities ancient and modern

This term, while getting our own research project started, the Oxford-based members of the Anachronism and Antiquity team have participated in the Corpus Christi Classics Seminar on ‘Shared Knowledge and Scholarly Communities’. We have looked at communities past and present, local and global, real and imaginary, and the way in which they have been constructed and transmitted, from before the establishment of the philosophical schools of ancient Greece to the professionalisation of Classics as an academic discipline over the last 200 years.

A good seminar creates a scholarly community in itself, and in some respects the academic practice of antiquity remains the same for humanities scholars of today; reading and discussing texts with colleagues is a productive way to work. Xenophon has his Socrates describe his great pleasure in studying with friends:

Others have a fancy for a good horse or dog or bird: my fancy, stronger even than theirs, is for good friends. And I teach them all the good I can, and recommend them to others from whom I think they will get some moral benefit. And the treasures that the wise men of old have left us in their writings I unroll with my friends. If we come on any good thing, we excerpt it, and we set much store on being useful to one another. (Memorabilia 1.6.14)

Christopher Stray’s introductory session explored the development of Classics as an academic discipline in the UK through the stories of different groups and communities, based in particular universities, working together on journals. In discussion, the continuing importance of reading together became clear. Scholarly communities may develop from formal reading groups, such as the Cambridge ancient philosophy seminar that has met on Thursdays for over 30 years, or from informal groups. The latter often play an important role in transmitting new scholarship from one community to another. For example, Oliver Taplin described an Oxford reading group that helped to introduce the work of the Paris School to Oxford classicists (and the faculty still has an annual Journée Vernant). But the publications, archives and oral testimony that provide evidence for recent scholarly communities are not the same as the literary evidence we have for ancient ones, and the anachronistic practice of treating ancient literary evidence as if it were documentary evidence has led to distorted views of ancient scholarship.

For example, as I showed in my paper, Plato’s concern to establish intellectual genealogies often outweighs the depiction of Socratic community. We rarely see Socrates in conversation with his own community, but observing and interacting with others. Memorable scenes, such as the opening of his Protagoras, show him as an outsider exploring the teaching and rhetoric of others. Nonetheless, the vivid scene at Callias’ house (Protagoras 314d-316a), in which Protagoras and Hippias hold forth to their spellbound customers, has long been treated as a depiction of scholarly community, albeit one whose credentials Plato is querying. Socrates observes them:

Of those who were following behind, listening to what was being said, the majority were evidently foreigners. Protagoras collects them from all the cities he passes through; he puts a spell on them with his voice, like Orpheus, and they follow the voice, spellbound. But there were some Athenians in the chorus as well. This chorus I found a delight to watch, such care did they take never to be in front of Protagoras and get in his way. When he and his group turned, then this retinue parted on either side, this way and that, in a nice orderly fashion, came round in a circle, and each time took up station again to the rear. Perfect. (Protagoras 315ab, translation Griffith)

This scene returned again and again throughout the seminar series; for example, Dawn LaValle showed how early Christian writer Methodius of Olympus, building his own scholarly community in 3rd-century CE Lycia invoked the authority of Plato by imitating this setting in his own dialogues.

The tension between sophists and philosophers constructed by Plato has dominated intellectual histories. Joshua Billings, posing the question ‘What is a sophist?’, explored the way in which ‘the sophists’ as a group were a product of Plato’s critical presentation, and of later responses to it, rather than a genuine scholarly community. Colin King looked at how shared knowledge is implied by Aristotelian endoxa and the doxai he attributes to named and unnamed philosophers. In both cases classical scholars have built on, rather than deconstructing, these presentations of rival scholars or predecessors, maintaining artificial orders and typologies.

school-of-athens
Raphael’s fresco ‘The School of Athens’ collapses time in its depiction of the community of Greek philosophers

The retrospective construction of scholarly communities has a long history. The temporal manipulation of Raphael’s ‘School of Athens’ extends the practice of ancient philosophical dialogue, manipulating time and space to get ideas and their proponents into a position where face-to-face debate can take place. Plato’s own complex dialogues create networks and genealogies in this way, an aspect of his writing that I’ll be exploring as part of this project. For example, the Parmenides presents Socrates in dialogue with the older philosophers Parmenides and Zeno, when they visit Athens for the Panathenaea. Plato frames the dialogue so that we see both the community of scholars gathered to hear the reading of Zeno’s book, that provides the occasion for Socrates’ encounter, and also the community of visiting scholars who have come to Athens to hear an account of the earlier conversation. Through the structure of the dialogue, two different schools of philosophy come into contact, Socrates is positioned within their genealogies, and knowledge is shared between them. As Tom Phillips showed, philosophical dialogue is not the only genre to employ such devices to represent and to create community. One way that Hellenistic poets invoked the idea of community was through the representation of and allusion to collective performance, with Theocritus 18, an epithalamion for the marriage of Helen and Menelaus performed by a chorus of girls, providing a complex example in which the reader is immersed in the mimetic experience of an imaginary community. Such representations might collapse the temporal and generic distinctions between Hellenistic epic and archaic lyric, between written text and oral performance, and between mythical and historical time.

While Plato’s depiction of the sophists might suggest an Athenian disdain for visiting intellectuals, the connections forged within his dialogues, especially the links between Socrates and Italian philosophers, suggest that international cooperation was integral to the idea of scholarly community from the outset. While Christopher Stray pointed to 19th century ideas of national identity as a factor in the professionalisation of the discipline, building international networks of scholars has been vital, and particularly evident in specialist sub-disciplines. Amin Benaissa charted the development of the international community of papyrologists, and changing attitudes to the collection, distribution and authentication of fragments. Ilse Hilbold explored the fascinating history of that essential bibliographic tool for classicists, the Année Philologique, and showed the difficulties Juliette Ernst, its chief bibliographer and driving force, had in building an international network to support this very large-scale endeavour. International cooperation in the creation of scholarly community has been central to the success of these continuing projects, just as they were to Plato’s Academy and other ancient schools that brought together researchers from across the world to build on their shared knowledge.

  • With many thanks to Constanze Guthenke for organising the seminar programme, and to Corpus Christi for its hospitality to this scholarly community.