Study Notes: Mythology and the Founding of Rome

Founding of Rome

• Romulus and Remus:

  • Romulus is credited with founding Rome.

  • Key figures in the founding story are Aeneas, a Trojan prince, and his descendants, Romulus and his brother Remus.

• Historical skepticism:

  • The speaker identifies as a skeptical historian regarding traditional narratives about Rome's founding and early history.

  • Expresses doubt about events attributed to the Roman Republic, implying a caution in relying on historical narratives.

• Connection to the Trojan War:

  • The narrative context relates to the time after the Trojan War, a significant background event where Greeks battled Trojans.

  • Romans claim ancestry through Aeneas, despite not being present during the actual events.

• Aeneas's Journey:

  • Aeneas flees Troy with his son Ascanius and father Anchises, traveling across the Mediterranean to Italy where he lays the foundation for the Roman people.

• Dual Foundation Stories:

  • Two founding stories: one about Aeneas and one about Romulus and Remus.

  • Emphasis on different versions of the story being taught throughout the semester, particularly in mythology class.

Historical Evidence and Sources

• Challenges of historical evidence:

  • The speaker reflects on the problems with historical knowledge concerning events that occurred 1500 to 4000 years ago.

  • Acknowledges the significance of existing evidence, but emphasizes that many historical records are not contemporary.

• Importance of Written Sources:

  • Written records are considered the best evidence for understanding historical events.

  • Emphasizes the need to find writings from individuals who lived during the time of interest to obtain accurate historical insights.

• Manuscripts and Preservation:

  • Manuscripts serve as a primary source of historical information but are often copies of original works that deteriorate over time.

  • Many original texts were written on ephemeral materials like wax tablets or papyrus, which were not meant to last.

• Copying Process:

  • Manuscripts survive through a painstaking copying process, often done by hand by scribes, mainly monks.

  • Illuminated manuscripts contain drawings or decorations and are noted for their aesthetic value.

  • Discusses the durability of materials used (e.g., vellum made from calfskin) in contrast to paper, which may have been less durable in ancient conditions.

• Issues with Copying:

  • Various risks such as fire, decay, or lack of interest could lead to loss of texts during the copying process.

  • Monks, who often included marginal doodles, played a significant role in the survival of texts, indicating human error in the copying process.

• Content Choices in Preservation:

  • The choice of what was copied often depended on the interest of copyists; non-Christian texts or texts not aligned with the prevailing theological views were sometimes neglected or destroyed.

Types of Ancient Writing

• Papyrus:

  • Describes the process of making papyrus and its usage in ancient documents.

  • Material preservation is more common in Egypt due to arid conditions favorable to preservation.

• Inscriptions and Ostraca:

  • Inscriptions on stone or pottery provide additional information concerning historical events, societal structure, and ceremonial practices.

  • Ostraca were used in Athens for ostracism—a democratic practice where citizens voted to exile others who posed a threat to democracy.

Understanding Mythology

• Mythology as a Field of Study:

  • The course will focus on how mythology has been studied and interpreted over time, moving beyond traditional approaches to a literature-focused examination.

• Definitions of Myth:

  • No consensus on the definition of mythology; typically understood as stories that represent or encode societal beliefs and fears.

  • Definition includes the idea that myths are traditional tales society tells about itself.

• Anthropological vs. Literary Approach:

  • Distinguished between anthropological interpretations (focusing on cultural context) and literary perspectives (looking at myths as literature).

• Categories of Myths:

  • Myths, legends, and folk tales each serve different purposes, reflecting societal norms and values, and can blend in complex ways.

• How Myths Reflect Society:

  • Myths convey more about the societies that tell them than the societies they purport to describe.

  • The same narrative can change dramatically over centuries, reflecting shifts in cultural perspectives and societal norms.

Psychological and Societal Functions of Myth

• Famous Theorists:

  • Sigmund Freud’s analysis of myth as a reflection of deep-seated psychological forces, particularly within personal development.

  • Freud’s interpretation of the Oedipus myth illustrates the complexities of familial relationships and societal norms.

• Myths as Psychological Reflection:

  • Myths can serve to express societal views on taboo subjects and collective values.

• Misinterpretation of Myths:

  • Caution against assuming universal truths from specific interpretations of mythological narratives, emphasizing the necessity to consider context—historical, cultural, and linguistic variations.

Conclusion and Future Themes

• Looking Forward:

  • As the semester progresses, the focus will shift towards an analysis of myths relating to specific themes such as the creation of the universe.

  • Encouragement for students to think critically about myth and its reflection on human experience through time rather than simply accepting ancient narratives as unchanging truths.