Professors Thompson (English) (on leave, 2001–2002), Williamson (French), Jones (History), and Corrie (Art); Associate Professors Allison (Religion), Fra-Molinero (Spanish), and O'Higgins (Classics and Classical and Medieval Studies) (on leave, fall semester), Chair (winter semester and Short Term); Assistant Professors Imber (Classics and Classical and Medieval Studies) and Maurizio (Classics and Classical and Medieval Studies), Chair (fall semester); Mr. Hayward (Classics and Classical and Medieval Studies) and Mr. Walker (Classics and Classical and Medieval Studies)

The Bates Program in Classical and Medieval Studies combines a uniquely interdisciplinary study of cultural history with an emphasis on empowering students themselves to read and assess texts in the relevant ancient languages. The program is distinctive in linking the study of classical antiquity with that of the medieval worlds and distinctive in its scope. It embraces as classical antiquity the ancient Mediterranean as a whole, including North Africa, Crete, and Sicily, as well as the many cultures that composed "Greece" and "Rome." The medieval world includes Islamic and Viking civilizations as well as the great cathedral builders of northern Europe and the full extent of the Byzantine Empire and its border states. Students are encouraged to study abroad in selected programs in order to appreciate the material aspects of these diverse cultures. The program aims to be truly interdisciplinary, integrating the perspectives of history, literature, philosophy, religion, the environmental sciences, art, architecture, and other material culture.

The Program in Classical and Medieval Studies maintains a homepage on the World Wide Web where curricular changes and special events are posted (www.bates.edu/pubs/Dept. Letters/classical.medieval.html).

Major Requirements. Within this interdisciplinary major students may elect to concentrate in either classical studies or medieval studies. The major requires twelve courses (or eleven courses and one Short Term unit).

1) Two of the following courses: CMS 100; CMS 101; CMS 206; History 102; History 201; Religion 236.

2) Four courses in Latin or four courses in Greek to be taken at Bates or through other authorized College programs. Greek and Latin courses are listed under Classical and Romance Languages and Literatures.

3) Five additional courses selected from Classical and Medieval Studies and the list below.

4) A one-semester senior thesis, Classical and Medieval Studies 457 or 458. Thesis advisors are chosen by the chair of the program in consultation with the students, according to thesis subject.

Pass/Fail Grading Option. Pass/fail grading may not be elected for the ancient language courses required for the major.

General Education. Any one classical and medieval studies Short Term unit may serve as an option for the fifth humanities course.

The following courses, described under their departmental listings, may be applied to the major. All Greek and Latin courses are listed under Classical and Romance Languages and Literatures.

Art 225. Iconography: Meaning in the Visual Arts from Late Antiquity to the Renaissance.
Art 232. Pyramid and Ziggurat.
Art 241. The Art of Islam.
Art 251. The Age of the Cathedrals.
Art 252. Art of the Middle Ages.
Art 265. The Early Renaissance: Interpreting European Art, 1250–1450.
Art 266. The High Renaissance and Mannerism: Interpreting European Art, 1450-1600.
Art 376. Seminar in Medieval and Renaissance Art.
Art s27. From Antiquity to Renaissance in Florence and Rome.

English 171. European Literature: European Tradition from Homer to Cervantes.
English 205. Middle English Literature.
English 210. Medieval Drama.
English 211. English Literary Renaissance (1509–1603).

French 351. Early French Literature.

History 102. Medieval Europe.
History 201. Greek Civilization.
History 202. Herodotus and Thucydides: Storytelling and Analytical Intelligence.
History 390D. Decline and Fall of the Roman Empire.
History 390I. Anglo-Saxon England.

Philosophy 270. Medieval Philosophy.
Philosophy 271. Greek Philosophy.

Religion 213. From Law to Mysticism.
Religion 214. Bible and Quran.
Religion 222. Myths and Their Meaning.
Religion 235. Ancient Israel: History, Religion, and Literature.
Religion 236. Introduction to the New Testament.
Religion 238. Early Jewish History and Thought.
Religion 241. History of Christian Thought I: Conflict, Self-Definition, and Dominance.
Religion 242. History of Christian Thought II: The Emergence of Modernity.
Religion 245. Monks, Nuns, Hermits, and Demons: Ascetic and Monastic Christianity.
Religion s26. Reading in the Greek New Testament.

Spanish 240. Loco amor/buen amor.
Spanish s32. Medieval Spain: Christians, Jews, and Muslims.

Theater 200. The Classical Stage.

Courses
100. Introduction to the Ancient World. This course introduces the Greco-Roman world, and serves as a useful basis for 200- and 300-level courses in classical civilization. Within a general chronological framework students consider the ancient world under a series of headings: religion, philosophy, art, education, literature, social life, politics, and law. The survey begins with Bronze Age Crete and Mycenae and ends with the first century B.C.E., as Rome makes its presence felt in the Mediterranean and moves toward empire. This course is the same as History 100. Not open to students who have received credit for Classics 100. D. O'Higgins.

101. Lost Worlds: How We Make the Distant Past. At first glance the classical and medieval past seems like a stable, remote, and quiet place. Yet in fact, our visions of classical and medieval Europe have changed drastically over time, and sometimes have inspired vehement debate in the contemporary world. This course introduces students to the wide range of tools and methods required to study the distant past. It also shows how these tools and methods change over time, often reflecting current preoccupations and ideologies. The course also considers how we should chart our intellectual course in the future. Recommended background: a course in classical and medieval studies. R. Allison, L. Maurizio.

106. Greek Civilization. This course considers: 1) the archaic civilization of Homer, a poet celebrating the heroes of an aristocratic and personal world; 2) the classical civilization of Aeschylus, Sophocles, Aristophanes, and Phidias, the dramatists and sculptor of a democratic and political Athens; 3) the synthesis of Plato, celebrating the hero Socrates and attempting to preserve and promote aristocratic values in a political world. Open to first-year students. This course is the same as History 106. (premodern) J. Cole. New cross-listing beginning 2002-2003.

107. Roman Civilization. "People and places, the things that they do, and the times that they do them," Andy Sipowicz, the hero of NYPD Blue, once informed his son, were the matters that a good patrol officer needed to pay attention to. The advice also serves cultural historians well. In this course students study Roman civilization at the end of the Republic, examining first the places of Roman life and analyzing how the Romans built their walls, temples, markets, and stadiums and why they chose to. Students also explore the people and the nature of the activities they engaged in at these locations, seeking answers to questions like: What did the Romans eat for breakfast? Recommended background: Classical and Medieval Studies 100 and 101, History 201. Open to first-year students. This course is the same as History 107. M. Imber. Course cross-listed with History and re-numbered from 206 beginning 2002-2003.

150. Trials of Conscience. Why do people sue when they could kill? This course examines trials from the classical and medieval periods (e.g., Socrates, Joan of Arc), as well as theoretical models for the role of litigation in Western culture. The course considers the role litigation plays in both generating and containing a critique of dominant ideology. It explores the interpretative problems that the rhetorical nature of the sources poses for historical analysis of these trials. Students analyze the rhetorical strategies that the actors in these trials deployed to fashion an identity in opposition to their communities, and analyze why these strategies usually failed at the trial but succeeded in subsequent historical memory. All readings are in English. This course is the same as Rhetoric 150. M. Imber.

160. Classical Rhetoric. The Romans ran the ancient world by the sword, but also by the word. This course explores how they did the latter. Readings include classical works about rhetoric, examples of classical oratory, and the variety of exercises by which the practice of rhetoric was taught. Writing assignments include analyses of speeches by classical orators, as well as a range of ancient rhetorical exercises such as fables, speeches of praise and invective, persuasive speeches to historical figures, and mock courtroom speeches. The course concludes with an examination of the Gettysburg Address and consideration of its debt to classical rhetorical theory. All readings are in English. This course is the same as Rhetoric 160. M. Imber.

170. Introduction to Latin Literature. This introductory survey of classical Latin literature in translation extends from the earliest writings in Latin to the authors of early imperial Rome. Students read and analyze selections from Roman comedy, tragedy, epic, lyric, letters, and satire. They also read modern scholarship on the works, and learn about the world in which they were written. Not open to students who have received credit for Classics 170. D. O'Higgins.

180. War, Women, and Wastelands. Homer created an imaginary world in which supermen pitted themselves against other heroes and the forces of nature, while beautiful women picked their way through the wreckage left behind. We find a similar vision of life in other ancient societies, but it is Homer's world that has captured people's imagination for almost three thousand years. This course focuses on Homer's two great epic adventures, the Iliad and the Odyssey. It may also include early epics from other societies, such as Gilgamesh or Beowulf, as well as later works that have been strongly influenced by the Homeric tradition, such as the Argonauts of Apollonius, Virgil's Aeneid, or Dante's Inferno. H. Walker. New course beginning 2002-2003.

200. Ancient Comedy and Satire. Students read (in translation) the comic poets and satirists of Greece and Rome and investigate the nature and social context of ancient humor, satire, and invective. Authors include Homer, Hesiod, Archilochus, Semonides, Aristophanes, Menander, Terence, Horace, Seneca, and Petronius. Recommended background: Classical and Medieval Studies 100. Open to first-year students. Not open to students who have received credit for Classics 200. D. O'Higgins.

201. Women in Antiquity. This course looks at women in ancient Greece and Rome, their image in mens art and literature and (in rare cases) in their own, their status under various law codes, their perceived powers and weaknesses, and their role in public and private life. The course also examines female cults and divinities, and myths of rebellion, transsexuality, matriarchies, and monsters. Students read ancient texts (in English translation) and modern works of scholarship on the subject. Recommended background: Classical and Medieval Studies 100 (or other classics courses). Open to first-year students. Enrollment limited to 35. Not open to students who have received credit for Classics 201. D. O'Higgins.

202. Greek Tragedy. This course introduces students to fifth-century Athenian tragedies (in English translation). The plays form the primary focus of the course, but there are many related topics of discussion: the origin of tragedy and its religious significance, its political context and content, tragedy's audience and affective power, and tragedy's self-conscious relationship with epic and lyric. Students also read and discuss a representative selection of modern criticism on Greek tragedy. Open to first-year students. Not open to students who have received credit for Classics 202. D. O'Higgins.

203. The Great Wars of Greek Antiquity. Much of the perennial appeal of the history of the Persian Wars and the Peloponnesian War lies in the storied confrontations of East and West, empire and freedom, rise and fall, folly and intelligence, war and peace, victory and defeat. But more of the interest for the attentive and reflective student lies in the critical study of the first contrasting masterpieces of Western history, the works of Herodotus and Thucydides, and in the qualifications that a historian must now make to those too-simple polarities, East/West, empire/freedom, rise/fall, folly/intelligence, war/peace, victory/defeat, and, of course, good/bad. Open to first-year students. This course is the same as History 203. (premodern) J. Cole. New course and cross-listed beginning 2002-2003.

205. Ovid's Metamorphoses Transformed. Very soon after its publication, Ovid's Metamorphoses became the standard source for the stories of Greco-Roman mythology. This course traces (in English) the various retellings of some of those myths through medieval, Renaissance, and modern times, in Europe and the Americas, primarily in literary reworkings, but with some attention to art and music as well. Reading portions of the Ovidian original in Latin is encouraged for students with one or more years of Latin. Open to first-year students. T. Hayward. Description change beginning Winter 2002.

206. Roman Civilization. "People and places, the things that they do, and the times that they do them," Andy Sipowicz, the hero of NYPD Blue, once informed his son, were the matters that a good patrol officer needed to pay attention to. The advice also serves cultural historians well. In this course students study Roman civilization at the end of the Republic, examining first the places of Roman life and analyzing how the Romans built their walls, temples, markets, and stadiums and why they chose to. Students also explore the people and the nature of the activities they engaged in at these locations, seeking answers to questions like: What did the Romans eat for breakfast? Recommended background: Classical and Medieval Studies 100 and 101, History 201. Open to first-year students. M. Imber. Course cross-listed with History and re-numbered to 107 beginning 2002-2003.

208. Introduction to Medieval Archeology. The Middle Ages were a time of major cultural changes that laid the groundwork for Northwest Europe's emergence as a global center of political and economic power in more recent centuries. However, many aspects of life in the period from 1000 to 1500 C.E. were unrecorded in contemporary documents and art, and archeology has become an important tool for recovering that information. This course introduces the interdisciplinary methods and the findings of archeological studies of topics including medieval urban and rural lifeways, health, commerce, religion, social hierarchy, warfare, and the effects of global climate change. This course is the same as History 208. Open to first-year students. Prerequisite(s): one of the following: Art 252, History 102 or Anthropology 102. M. Jones.

209. Vikings. The Vikings were the most feared and perhaps misunderstood people of their day. Savage raiders branded as the Antichrist by their Christian victims, the Vikings were also the most successful traders and explorers of the early Middle Ages. The Viking Age lasted for almost three centuries (800–1100 C.E.), and their world stretched from Russia to North America. Study of the myth and reality of Viking culture involves materials drawn from history, archeology, mythology, and literature. Prerequisite(s): History 102. This course is the same as History 209. M. Jones.

210. Ancient Archeology and Modern Museums. Do the Elgin marbles belong in England? Why is the altar to Zeus from Pergamon now in Germany? The love of ancient art has sometimes prompted theft and sometimes generous patronage. Students first explore the development, use, and cultural context of ancient art (vase painting, sculpture, or temple architecture) from Egypt, Greece, or Rome. They then consider how such art has been interpreted and collected by scholars, curators, mountebanks, and adventurers in museums, villas, and even on the World Wide Web. L. Maurizio.

218. Greek and Roman Myths. Did the Greeks and Romans believe their myths about winged horses, goddesses, and golden apples? How are myths related to the religious, political, and social world of Greece and Rome? This course examines Greek and Roman myths from a variety of theoretical perspectives in order to understand their meaning in the ancient world and their enduring influence in Western literature and art. This course is the same as Religion 218. Open to first-year students. Enrollment limited to 60. L. Maurizio.

219. Greek Myths and the Psychology of Gender. Ever since Freud argued that Sophocles' Oedipus Rex revealed the most important feature of human development, the Oedipal crisis, psychologists have used Greek myths to understand the human psyche and sexual difference. What do myths tell us about men, women, femaleness, maleness, in ancient Greece or today? Students examine and criticize how influential psychologists such as Freud have interpreted Greek myths and thereby influenced Western notions of gender and sex. This course emphasizes psychological interpretations of Greek myths. It therefore differs from and compliments CMS 218, "Greek and Roman Myths." Open to first year students. This course is the same as Women and Gender Studies 219. L. Maurizio. New course beginning 2002-2003.

224. Ancient Theater: Myths, Masks, and Puppets. Students participate in a research and design project focused on a classical or medieval play. The course examines myths and masks in classical and medieval theater and ritual. Students then revise and abridge the script of a classical or medieval play, designing and manufacturing puppets and masks in preparation for a production of the play during the Short Term. Students in this course may, but are not required to, register for the Short Term unit. This course is the same as Theater 224. Enrollment limited to 28. E. Seeling, L. Maurizio.

225. Gods, Heroes, Magic, and Mysteries: Religion in Ancient Greece. An anthropological and historical approach to ancient Greek religion in which archeological, literary, and art historical sources are examined and compared with evidence from other cultures to gain an understanding of the role of religion in ancient Greek culture and of changing concepts of the relationship between man and the sacred. Topics explored include pre-Homeric and Homeric religion and religious thought, cosmology, mystery cults, civil religion, and manifestations of the irrational, such as dreams, ecstasy, shamanism, and magic. This course is the same as Religion 225 and Anthropology 225. Open to first-year students. R. Allison, L. Danforth.

231. Litigation in Classical Athens. This course studies the practice of law in ancient Athens. About 100 speeches survive from the fourth century B.C.E. in which Athenians contested everything from wills and property disputes to the worthiness of political candidates for office and the proper conduct of domestic and international affairs. Study of these speeches illuminates not merely the procedural organization of law in the Athenian democracy, but also the nature of political, social, and cultural structures in Athens. Consequently, the course concentrates as much on the various methodological approaches scholars have applied to the orations as on learning the mechanics of Athenian legal procedure. This course is the same as History 231. Open to first-year students. M. Imber.

241. The Art of Islam. Art of the Islamic world from its roots in the ancient Near East to the flowering of Safavid Persia and Mughal India in the sixteenth, seventeenth, and eighteenth centuries. Developments are traced through architecture, painting, ceramics, textiles, and metalwork. Consideration is given to the continuity of the Near Eastern artistic tradition and Islamic art in the nineteenth and twentieth centuries. Open to first-year students. This course is the same as Art 241. R. Corrie. New cross-listing beginning 2002-2003.

251. The Age of the Cathedrals. An investigation of medieval architecture from the Early Christian era to the end of the Gothic period in Europe, including Russia and the Byzantine East. Emphasis is placed on the development of Christian architecture and the emergence of the Gothic cathedral in the context of European political and social history before 1500. Open to first-year students. This course is the same as Art 251. R. Corrie. New cross-listing beginning 2002-2003.

265. Gender and Greek Myths. Why do only virgins appear in Greek myths about human sacrifice? Why were only adult men allowed to sacrifice animals at the gods' altars? This course explores the relationship between Greek religious practices and Greek myths about gender and the human body. Students read ancient texts and modern scholarship on gender, myth, and religion. The course emphasizes skills necessary for writing a major research paper in many fields. Prerequisite(s): Classical and Medieval Studies 101 or Women and Gender Studies 100. Enrollment limited to 30. L. Maurizio.

302. Seminar: Topics in Classics. Topics courses require intensive reading and discussion of a single author or genre. Topics vary from year to year. Enrollment limited to 15. Not open to students who have received credit for Classics 302. Staff.

305. Africa and the Classics. The field of classics, long seen as fundamental to and defining the culture of the Western world, recently has begun to examine its own definitions, canons, and presumptions. One of the most controversial areas of this self-reflective research is that of race and the role that race has played in our definitions of cultural heritage. This course examines the cultures of ancient Egypt and Nubia and how the ancient Greeks and Romans viewed the African civilizations with which they came in contact. In the last part of the semester students read and discuss M. Bernal's Black Athena (among other works) and consider how the modern study of classics has been shaped. Recommended background: previous courses in Greek or Roman antiquity, the ancient Mediterranean, historiography. Enrollment limited to 20. Written permission of the instructor is required. Not open to students who have received credit for Classics 305. D. O'Higgins.

360. Independent Study. Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair is required. Students may register for no more than one independent study per semester. Staff.

376D. Crusader Art and Architecture. This seminar investigates the visual and material culture of the Crusader states found between 1099 and 1500 from Jerusalem to Syria, Constantinople, Greece, and the islands of the Aegean. Focused on manuscript and icon painting, sculpture, and church and military architecture of the Frankish states, it also addresses the related production of Armenian Cilicia, the Byzantine Empire, Cyprus, Greece, the Balkan kingdoms, Europe, and the Islamic Near East and North Africa, concluding with a consideration of the nineteenth- and twentieth-century fascination with the Crusades and the recent flowering of scholarship on Crusader art. Recommended bacground: at least one 200-level course in art history or in a related field such as history or religion. This course is the same as Art 376D. Enrollment limited to 15. R. Corrie.

457, 458. Senior Thesis. Required of all majors. The research and writing of an extended essay in classical and medieval studies, following the established practices of the field, under the guidance of a supervisor in the classical and medieval studies program. Students register for Classical and Medieval Studies 457 in the fall semester and for Classical and Medieval Studies 458 in the winter semester. Majors writing an honors thesis register for both Classical and Medieval Studies 457 and 458. Staff.

Short Term Units
s16. Monastic Mysteries. In this unit, students read a selection of modern mystery novels set in the Middle Ages, primarily by Ellis Peters about the fictional Benedictine monk, Cadfael. Students discuss the difficulties and choices faced by the modern writer of fiction presenting the social realities of the medieval world. They also read a selection of primary historical sources describing that world, in particular the Chronicle of Jocelin of Brakelond. Enrollment is limited to 25. This unit is the same as English s16. M. Hazard. New unit beginning Short Term 2002.

s20. Theater Production and the Ancient Stage. Experienced theater students work under faculty supervision and in leadership positions with other students in the production of an classical or medieval play. This unit is the same as Theater s20. Written permission of the instructor is required. E. Seeling, L. Maurizio.

s21. Readings in Latin Epic. This unit introduces students to two major Latin epics: Vergil's Aeneid and Lucan's Pharsalia. These poems span a critical century during which Rome moved from republic to empire. Taken together, they provide insights into sharply changing views of the Roman state and of the poet's function within it. Students read both poems, together with relevant modern scholarship. The unit is taught in English, but students who have completed one or more years of Latin are encouraged to read sections in Latin. Enrollment limited to 15. Not open to students who have received credit for Classics/Latin s21. D. O'Higgins.

s22. Lights, Cameras, Centurions: Hollywood's Imagined Rome. This unit proposes the hypothesis that Hollywoods fascination with Roman epics is linked, at least in part, to the "Red Scare" of the 1950s and government inquiries about and witchhunts against alleged communists active in the American government, academe, and the entertainment industry. Students watch five films (including Spartacus, Ben-Hur, and The Robe) from the period and read the novels on which they were based. Students also read secondary material on the House Committee on Un-American Activities and the "Hollywood Ten," in order to consider the question: Why did American filmmakers in the 1950s choose to imagine and speak about contemporary politics with the metaphors of the Roman world? Not open to students who have received credit for Classics s22. M. Imber.

s23. Fighting Monsters: Gladiators, Slaves, and Emperors in Imperial Rome. The Roman gladiatorial games were extremely popular for hundreds of years. This unit studies the games from a variety of perspectives to explain their enduring appeal to ancient and modern audiences. The gladiators themselves and their status in Roman society, and the ways in which gladiators seem simultaneously monstrous and heroic, are central topics. Other topics include slavery in Roman society (since most of the gladiators were slaves); how the gladiators both exemplify and defy their status as slaves; and the spectacle of imperial cruelty (with a focus on the personal lives of emperors who at once declared themselves to be gods and yet perpetrated unfathomable acts of all-too-human savagery). Open to first-year students. Not open to students who have received credit for Classics s23. Staff.

s24. The Once and Future Middle Ages. Working with historical source materials as well as with historical fiction, students create their own fictional representations of some aspect of the medieval world. Prerequisite(s): at least one of the following: English 201, 205, 206, 210, 395Q, History 102, Art 251, 252, Philosophy 270, or Religion 242. This unit is the same as English s24. Enrollment limited to 12. Written permission of the instructor is required. A. Thompson.

s25. Roman Law. Modern America's obsession with the law can be traced back two millennia to ancient Rome. The Romans had their celebrity lawyers, "trials of the century," and professional legal pundits, just as we do. In this course, students learn how to think like a Roman lawyer, by studying the Roman law of delict (a branch of the law analogous to both modern criminal and tort law), using the American law school "case book" method of analysis. In addition students explore the role of law in Roman culture and the practice of law as an activity in ancient Rome. Recommended background: Classical and Medieval Studies/History 100. Open to first-year students. Enrollment limited to 30. Not open to students who have received credit for Classics s25. M. Imber.

s27. Readings in the Odyssey of Homer. The Odyssey has proved an inspiring and inexhaustible text over the centuries. This unit explores the poem in detail, examining its cultural and literary context and considering modern approaches to this most enigmatic text. The unit is taught in English, but students who have completed one or more years of ancient Greek are encouraged to read sections in Greek and learn how to "perform" the poetry. Enrollment limited to 15. Written permission of the instructor is required. Not open to students who have received credit for Classics/Greek s20. Staff.

s28. Food in Ancient Greece and Rome. In this course, students explore aspects of food in ancient Greece and Rome: the food supply, for both agrarian and urban populations; malnutrition and famine; the hierarchical symbolism of the heroic banquet—a division of the sacrificial animal among ranked members of society, and between men and gods; cuisine and delicacies of the rich; the Roman "orgy" in film and in fact; forbidden food, and the implications of dietary transgression; and sacred food. Students engage in some actual cookery, using Apicius and other sources; the course culminates in a Roman banquet. Open to first year students. D. O'Higgins. New unit beginning Short Term 2003.

s50. Independent Study. Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair is required. Students may register for no more than one independent study during a Short Term. Staff.