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The history of the Roman Republic was a military success story. Texts, monuments and rituals commemorated Rome's victories, and this emphasis on its own triumphs formed a basis for the Roman nobility's claim to leadership. However, the Romans also suffered numerous heavy defeats during the Republic. This study is the first to comprehensively examine how Rome's defeats at the hands of the Celts, Samnites, and Carthaginians were explained and interpreted in the historical culture of the Republic and early imperial period. What emerges is a specifically Roman culture of dealing with defeats, which helped the Romans to find meaning in the stories of their failures and to assign them a place in their own past.
This book reveals how violent pasts were constructed by ancient Mediterranean societies, the ideologies they served, and the socio-political processes and institutions they facilitated. Combining case studies from Anatolia, Egypt, Greece, Israel/Judah, and Rome, it moves beyond essentialist dichotomies such as “victors” and “vanquished” to offer a new paradigm for studying representations of past violence across diverse media, from funerary texts to literary works, chronicles, monumental reliefs, and other material artefacts such as ruins. It thus paves the way for a new comparative approach to the study of collective violence in the ancient world.
This book explores the cultural and intellectual stakes of medieval and renaissance Britain's sense of itself as living in the shadow of Rome: a city whose name could designate the ancient, fallen, quintessentially human power that had conquered and colonized Britain, and also the alternately sanctified and demonized Roman Church. Wallace takes medieval texts in a range of languages (including Latin, medieval Welsh, Old English and Old French) and places them in conversation with early modern English and humanistic Latin texts (including works by Gildas, Bede, Chaucer, Shakespeare, Bacon, St. Augustine, Dante, Erasmus, Luther and Montaigne). 'The Ordinary', 'The Self', 'The Word', and 'The Dead' are taken as compass points by which individuals lived out their orientations to, and against, Rome, isolating important dimensions of Rome's enduring ability to shape and complicate the effort to come to terms with the nature of self and the structure of human community.
For months six-year-old Ruby Bridges must confront the hostility of white parents when she becomes the first African American girl to integrate Frantz Elementary School in New Orleans in 1960.