The Ambiguity of the Death of Turnus

My year 12 class have recently done an exam on Aeneid XII; to help them learn from the experience I wrote a sample answer to the extended response question I posed them. Any comments are, as always, welcome. I know the ending of the Aeneid has the potential to cause heated debate, so feel free to let me know if you think I've got it completely wrong.


'utere sorte tua. miseri te si qua parentis
tangere cura potest, oro (fuit et tibi talis
Anchises genitor) Dauni miserere senectae
et me, seu corpus spoliatum lumine mavis,                           935
redde meis. vicisti et victum tendere palmas
Ausonii videre; tua est Lavinia coniunx,
ulterius ne tende odiis.' stetit acer in armis
Aeneas volvens oculos dextramque repressit;
et iam iamque magis cunctantem flectere sermo                940
coeperat, infelix umero cum apparuit alto
balteus et notis fulserunt cingula bullis
Pallantis pueri, victum quem vulnere Turnus
straverat atque umeris inimicum insigne gerebat.
ille, oculis postquam saevi monimenta doloris                      945
exuviasque hausit, furiis accensus et ira
terribilis: 'tune hinc spoliis indute meorum
eripiare mihi? Pallas te hoc vulnere, Pallas
immolat et poenam scelerato ex sanguine sumit.'

“A difficult, complex, allusive, challenging end” (Horsefall, p.195)

Analyse how Virgil’s language and characterisation of Aeneas and Turnus contributes to the ambiguity of his poem’s ending.

In the final lines of the Aeneid, we see what appears to be a dramatic role reversal in the characters of Virgil’s two heroes. The out of control Turnus, now seems calm and collected in the face of his impending death, whereas pius Aeneas seems to give in to the feelings of rage and grief which surge within him, showing the same excess of passion and lack of restraint which is condemned in both Dido and Turnus. This apparent reversal contributes to the poem's somewhat ambiguous ending, and forces the reader to carefully consider whether Aeneas’ final act can be justified within the moral framework of the Aeneid.

 

Livy's engaging style of history

In case anyone is interested, here is a sample extended response answer I wrote for the Livy extended response from my trial HSC paper this year. I welcome all comments, corrections or criticisms!

Sed dique et homines prohibuere redemptos vivere Romanos. Nam forte quadam priusquam infanda merces perficeretur, per altercationem nondum omni auro adpenso, dictator intervenit, auferrique aurum de medio et Gallos submoveri iubet. cum illi renitentes pactos dicerent sese, negat eam pactionem ratam esse quae postquam ipse dictator creatus esset iniussu suo ab inferioris iuris magistratu facta esset, denuntiatque Gallis ut se ad proelium expediant. Suos in acervum conicere sarcinas et arma aptare ferroque non auro reciperare patriam iubet, in conspectu habentes fana deum et coniuges et liberos et solum patriae deforme belli malis et omnia quae defendi repetique et ulcisci fas sit. Instruit deinde aciem, ut loci natura patiebatur, in semirutae solo urbis et natura inaequali, et omnia quae arte belli secunda suis eligi praepararive poterant providit. Galli nova re trepidi arma capiunt iraque magis quam consilio in Romanos incurrunt. Iam verterat fortuna, iam deorum opes humanaque consilia rem Romanam adiuvabant. Igitur primo concursu haud maiore momento fusi Galli sunt quam ad Alliam vicerant. Iustiore altero deinde proelio ad octavum lapidem Gabina via, quo se ex fuga contulerant, eiusdem ductu auspicioque Camilli vincuntur.


Analyse the ways in which this extract is typical of Livy’s engaging style of history.

Mezentius

impastus stabula alta leo ceu saepe peragrans
(suadet enim vesana fames), si forte fugacem
conspexit capream aut surgentem in cornua cervum,
gaudet hians immane comasque arrexit et haeret
visceribus super incumbens; lavit improba taeter
ora cruor—
sic ruit in densos alacer Mezentius hostis.
sternitur infelix Acron et calcibus atram
tundit humum exspirans infractaque tela cruentat.
atque idem fugientem haud est dignatus Oroden
sternere nec iacta caecum dare cuspide vulnus;
obvius adversoque occurrit seque viro vir
contulit, haud furto melior sed fortibus armis.
tum super abiectum posito pede nixus et hasta:
'pars belli haud temnenda, viri, iacet altus Orodes.'
conclamant socii laetum paeana secuti;
ille autem exspirans: 'non me, quicumque es, inulto,
victor, nec longum laetabere; te quoque fata
prospectant paria atque eadem mox arva tenebis.'
ad quem subridens mixta Mezentius ira:
'nunc morere. ast de me divum pater atque hominum rex
viderit.' hoc dicens eduxit corpore telum.

(Aeneid X.723-744)

How does this extract display the heroic qualities of Mezentius? In your answer refer to both the content and the language of the extract, and to Mezentius’ speech and actions.

HSC 1937 style

While going through some papers the other day I cam across the Leaving Certificate (the equivalent of the HSC) Latin Exam from 1937. It's interesting to see what has and hasn't changed. Back then there was some Livy to translate and comment upon, some Horace as well for the 'Higher Standard' (i.e. extension), and a longish translation from English into Latin for everyone.

Horace is still set as an extension text (Lyric Poetry last year, Satire this year), and Livy will be next year's year 12 prose text as well. And hardly anyone does prose composition any more (it is an option in the Extension exam - most years it is attempted by at most one or two candidates out of a hundred or so).

The most remarkable thing is, I think, that a three hour paper can fit on three A5 pages!

National Curriculum

The first glimpse of the federal government's national languages curriculum came out this week. Here's a little of what the paper had to say:

The curriculum will cover 11 foreign languages, with Italian and Chinese the first to be developed.


Latin and other classical languages have been left out, raising concern. Language teachers say this is a major omission because a knowledge of Latin and Ancient Greek underpins understanding of literature, art and the English language. The sign language Auslan has also been left out, also raising concern.

Italian and Chinese have been given first priority because the national curriculum authority says they ‘‘represent languages that cater for the greatest range of learners’’.

‘‘Chinese is a national priority, and Italian is learnt by the largest number of students in the primary years and the second-largest number of student enrolments over all.’’

Indonesian, Japanese and Korean are also deemed national priorities as part of the second stage of the language curriculum development.

Traditional European languages, including French and German and Spanish, will also be included because they are among the most commonly taught languages in Australian schools.

(Should Italian, Chinese Lead the New Curriculum)

Any language not included in the national curriculum will continue to be taught under existing state arrangements, according to the draft paper by the Australian Curriculum, Assessment and Reporting Authority.

(Chinese, Italian Lead New Curriculum)

I'm not particularly surprised that Latin was ommitted. NSW is (as far is I know) the only state where Latin is 'widely' taught, and so on a national level I can understand why it wouldn't figure highly. The curriculum also seems to me to be driven by utility - what languages are going to most useful - and it's hard (though not impossible) to mount an argument that Latin is more 'useful' than (say) Mandarin with eight hundred million speakers or Spanish with three hundred million. The first article's claim that "a knowledge of Latin and Ancient Greek underpins understanding of literature, art and the English language" is true, but to a lot of people these days (including I suspect the people who wrote the syllabus) that's irrelevent if it can't help you close a business deal.

In my mind learning any language has benefits beyond simply their utility as a communication system. Learning a language helps you to see the world from a different perspective, teaches you transferable skills of analysis and discipline. Learning a language is also an end in and of itself - an activity that is intellectually stimulating and even pleasurable for its own sake, regardless of how it is 'used'. Perhaps that's an outdated, esoteric and even elitist view, but I genuinely think that being able to study something useless but enjoyable is a really great opportunity. It's an approach to langage learning that seems to be sadly absent from the new curriculum.

Just as an interesting footnote, in last year's HSC there were 162 candidates sitting for the Chinese Beginners and Continuers exams combined and 180 sitting for the Latin Continuers exam. 37 did Chinese Extension and 97 did Latin Extension. (These figures don't include the backgound speakers, which are of course much higher).

urna movet

urna, ae f. a vessel of baked clay, vessel for drawing water, water-pot, water jar, urn: a voting-urn, ballot-box: An urn for lots, vessel for drawing lots.


The recent Latin Extension HSC paper had what I thought was a pretty difficult unseen in it. There was some pretty difficult language and a typo (don't tell the SMH) didn't make things much easier. But I thought the most difficult thing  was to understand what on earth Horace is talking about, with very little context. The end of the extract in particular contained the phrase movet urna, which has a particular, pretty specific meaning. Here's the extract the kids had to translate:

Romulus and Clodius

Last lot of work for my year 12 class.

Diomedes and Cluentius

More work for my year 12 class, apologies to everyone else.

Drances et Murena

Over the next fortnight I'll be posting a bit of work for my year 12 class - I imagine it will have only very limited appeal to anyone else, for which I offer my heartfelt apologies. (ir)Regular transmission will resume after the holidays.

For my year 12s - here's the first instalment:

small-crafted images

I had a stimulating day yesterday with my year 12 class at the CLTA's annual HSC Lecture Day. Here's a helpful quote which stood out to me from the session on lyric poetry.

The principal critical values of the new poets put emphasis on lightness, delicacy, smallness, self-awareness that could even be ironic as well as self-admiring, and sheer delight in wit, in small-crafted images, in suggestion rather than total description. Catullus and his fellow poets experimented with many new Greek meters and started the process of Romanizing them, a process which in the next generation Horace furthered.

(Anderson, W.S. Latin Lyric and Elegaic Poetry: An Anthology of New Translations)

Board of Studies stuff

Last year there were a few changes made to the format of the HSC exams for both Latin Continuers and Extension, which are to come into effect this year. The Board of Studies has (finally) published some sample papers indicating how the changes might look, which you can find here (continuers) and here (extension).

A summary of the changes to each paper is also available from the BOS website (cont., ext.).

mater Euryali et rex Antiochus

Here's a surprising statistic. Latin (with 185 candidates) is the ninth most popular foreign language at the HSC this year. Ninth most popular is not a lot to boast about, but here is a list of courses with fewer candidates than Latin Continuers this year*:

• Vietnamese Continuers (166 candidates)
• Chinese Continuers (131 candidates)
• Modern Greek Continuers (116 candidates)
• Indonesian Continuers (77 candidates)
• Turkish Continuers (56 candidates)

Armenian, Croatian, Dutch, Filipino, Hindi, Hungarian, Macedonian, Maltese, Polish, Portuguese, Serbian, Swedish, Tamil and Ukrainian all had fewer than 50 candidates.

For the record Classical Greek and Classical Hebrew had 11 and 37 candidates respectively. Ancient History was the seventh most popular HSC course over all, with 12 127 candidates. You can find the full list here.

*These figures do not include Background Speakers or Beginners courses, which are in some cases(especially for Chinese) substantial.

Anyway, those 185 Latin Continuers students sat their HSC exam yesterday, and the 11 I spoke to afterwards seemed pretty happy with it. No real surprises, but enough interesting questions to allow them to shine. Here's my translation of the unseen passages, in case anyone is interested:

O Clementiam

O clementiam populi Romani seu potius patientiam miram ac singularem! Civem Romanum securi esse percussum M. Annius, eques Romanus, dicit, taces: archipiratam negat, fateris. Fit gemitus omnium et clamor, cum tamen a praesenti supplicio tuo continuit populus Romanus se et repressit et salutis suae rationem iudicum severitati reservavit. Quid? sciebas tibi crimini datum iri? quam ob rem sciebas, quam ob rem etiam suspicabare? Inimicum habebas neminem; si haberes, tamen non ita vixeras ut metum iudici propositum habere deberes.

(In Verrem V.74)

Explain the irony present in the final sentence of this extract (Inimicum habebas… habere deberes).

Talia per Latium

Talia per Latium. quae Laomedontius heros
cuncta videns magno curarum fluctuat aestu,
atque animum nunc huc celerem nunc dividit illuc
in partisque rapit varias perque omnia versat,
sicut aquae tremulum labris ubi lumen aenis
sole repercussum aut radiantis imagine lunae
omnia pervolitat late loca, iamque sub auras
erigitur summique ferit laquaria tecti.
nox erat et terras animalia fessa per omnis
alituum pecudumque genus sopor altus habebat,
cum pater in ripa gelidique sub aetheris axe
Aeneas, tristi turbatus pectora bello,
procubuit seramque dedit per membra quietem.

(Aeneid VIII.18-30)

Identify the tone of this extract and explain how Virgil's language has helped to create this tone.

Carol Manners Essays

Each year the CLTA holds an essay competition "for Year 12 students of Latin and Greek who may write an essay from a range of topics related to the HSC and IB Latin and Greek prescribed texts."

The winning essays for 2009 have been published online:

• Vice and Virtue in Cicero’s In Verrem V
• Cicero’s Rhetorical Method in In Verrem V
• Two major differences between the lyric verse of Horace and Catullus

The standard is of course exceptional, and all three essays are well-worth reading. Here is part of the introduction to the second essay, as a brief taste:

Cicero’s rhetorical method in Verrine V fulfils various functions, diverting from structured reasoning (probare), and becoming a “self expression of the orator”. It influences emotionally (flectere), entertains (delectare), and makes Verres a “human object of contempt”. The need to persuade a jury and audience had already been ccomplished in the Actio Prima, where the weight of evidence incriminated Verres. Considering the Actio Secunda was published but never delivered in court, the focus will be particularly on dispositio (arrangement of material), elocutio (style and power of words) and the context of the Verrines in Cicero’s career.

Audax Pallas

Question 3

Ut celsas videre rates atque inter opacum
adlabi nemus et tacitis incumbere remis,
terrentur visu subito cunctique relictis
consurgunt mensis. Audax quos rumpere Pallas
sacra vetat raptoque volat telo obvius ipse
et procul e tumulo: `Iuvenes, quae causa subegit
ignotas temptare vias, quo tenditis?' inquit.
`Qui genus? Unde domo? Pacemne huc fertis an arma?'
Tum pater Aeneas puppi sic fatur ab alta
paciferaeque manu ramum praetendit olivae:
`Troiugenas ac tela vides inimica Latinis,
quos illi bello profugos egere superbo.
Euandrum petimus. Ferte haec et dicite lectos
Dardaniae venisse duces socia arma rogantis.'
Obstipuit tanto percussus nomine Pallas:
`Egredere o quicumque es' ait `coramque parentem
adloquere ac nostris succede Penatibus hospes.'
excepitque manu dextramque amplexus inhaesit.

How has Virgil characterised both Pallas and Aeneas in these lines to display their heroic qualities? (5 marks)

Nymphae, Laurentes Nymphae

Question 2

“nymphae, Laurentes nymphae, genus amnibus unde est,
tuque, o Thybri tuo genitor cum flumine sancto,
accipite Aenean et tandem arcete periclis.
quo te cumque lacus miserantem incommoda nostra
fonte tenet, quocumque solo pulcherrimus exis,
semper honore meo, semper celebrabere donis
corniger Hesperidum fluvius regnator aquarum.
adsis o tantum et propius tua numina firmes.”

How has Virgil infused these lines with a sense of religious awe and reverence? (5 marks)

Belli Signum

I recently gave my year 12 class an assessment task on Aeneid VIII; over the next couple of days I'll post some of the questions, and my own responses. Feel free to criticise my answers, or to add anything to them. Here's the first one:


ut belli signum Laurenti Turnus ab arce
extulit et rauco strepuerunt cornua cantu,
utque acris concussit equos utque impulit arma,
extemplo turbati animi, simul omne tumultu
coniurat trepido Latium saevitque iuventus
effera. Ductores primi Messapus et Ufens
contemptorque deum Mezentius undique cogunt
auxilia et latos vastant cultoribus agros.

How has Virgil used language to convey the dramatic preparations for war in this passage? (4 marks)
Virgil has used a range of language techniques to effectively convey the chaotic preparations for war amongst the Latin peoples. This is obvious from the opening line. Virgil has used a long sentence (from ut belli to iuventus effera), containing multiple subordinate clauses to create the impression of frenzied action. The tricolon in lines 1-3, emphasised by the repetition of ut… utque… utque, give the passage a dramatic build up, before we reach the focus of the sentence in lines 4-5. These lines also contain an abundance of verbs (extulit, strepueunt, concussit, impulit, coniurat, saevit, cogunt, vastant), many of them in the present tense, which convey the dramatic action of the scene, and create a vivid picture in the reader’s mind.

stats

Congratulations to all my year 12 students, who received their HSC results today and have done very well. Here are some HSC statistics for 2008:

Number of students...

• sitting the HSC across NSW this year: 67 931
• doing Latin Continuers: 217 (0.32% of the total number of students)
• doing Latin Extension: 122 (0.18% of the total number of students)

Number of my students...

• doing Latin Continuers: 8 (4% of the total number of Latin Continuers students)
• doing Latin Extension: 8 (7% of the total number of Latin Extension students)

Highest marks in my class...

• for Latin Continuers: 95/100
• for Latin Extension: 49/50

Percentage of my class in the top performance band...

• for Latin Continuers: 63%
• for Latin Extension: 75%

Last year's stats

Congratulations

Congratulations to my (former) year 12 class (pictured) who sat their Latin Continuers exam the other day. It was (in my opinion) not a bad exam- there were a couple of questions slightly out of left field, but that's not necessarily a bad thing. If you're well prepared and able to think on your feet it gives you a chance to stand out from the other candidates. The unseens were alright too, and the exam committee was very generous with the amount of vocab they supplied.

Here are a couple of the questions, in case anyone is interested:

Ibi oratio habita nequaquam eius pectoris ingeniique quod simulatum ad eam diem fuerat, de vi ac libidine Sex. Tarquini, de stupro infando Lucretiae et miserabili caede, de orbitate Tricipitini cui morte filiae causa mortis indignior ac miserabilior esset. Addita superbia ipsius regis miseriaeque et labores plebis in fossas cloacasque exhauriendas demersae; Romanos homines, victores omnium circa populorum, opifices ac lapicidas pro bellatoribus factos. Indigna Ser. Tulli regis memorata caedes et inuecta corpori patris nefando vehiculo filia, invocatique ultores parentum di.

(Livy I.59, 8-10)

(i) Explain the connection implied in this extract between the fate of Lucretia and the current condition of the Roman people. (3 marks)

(ii) Explain how Livy uses language in this extract to make the speech moving and persuasive. (5 marks)

Iam res Romana adeo erat ualida ut cuilibet finitimarum civitatum bello par esset; sed penuria mulierum hominis aetatem duratura magnitudo erat, quippe quibus nec domi spes prolis nec cum finitimis conubia essent. Tum ex consilio patrum Romulus legatos circa vicinas gentes misit qui societatem conubiumque novo populo peterent: urbes quoque, ut cetera, ex infimo nasci; dein, quas sua virtus ac di iuvent, magnas opes sibi magnumque nomen facere; satis scire, origini Romanae et deos adfuisse et non defuturam virtutem; proinde ne gravarentur homines cum hominibus sanguinem ac genus miscere. Nusquam benigne legatio audita est:

(Livy I.9, 1-5)

(i) Analyse how Livy presents Romulus as a moral exemplar. Support your answer with specific examples from this extract. (7 marks)

haud procul inde citae Mettum in diversa quadrigae
distulerant (at tu dictis, Albane, maneres!),
raptabatque viri mendacis viscera Tullus
per silvam, et sparsi rorabant sanguine vepres.
nec non Tarquinium eiectum Porsenna iubebat
accipere ingentique urbem obsidione premebat;
Aeneadae in ferrum pro libertate ruebant.
illum indignanti similem similemque minanti
aspiceres, pontem auderet quia vellere Cocles
et fluvium vinclis innaret Cloelia ruptis.
in summo custos Tarpeiae Manlius arcis
stabat pro templo et Capitolia celsa tenebat,
Romuleoque recens horrebat regia culmo.

(Virgil, Aeneid VIII.642-54)

(i) Describe the narrative technique Virgil has used to include the events mentioned in this extract in his story of Aeneas. (2 marks)

(ii) What is Virgil's purpose in including the individuals mentioned in this extract? (7 marks)