St Augustine on ancient Troy

Last week was Classics week at school (pictures on the departmental twitter feed here). It was an opportunity to put on a range of events – talks, trips, a quiz, a baking competition etc. – with the aim of building a sense of what the study of the ancient world is and can be about, and why it’s exciting. The theme for the week (proposed by one of my colleagues in the Classics department) was the Trojan War.

This made sense as it’s a theme that dovetails neatly with the special exhibition currently showing at the British Museum on just this topic. And the theme worked well: we were very happy to welcome Dr Simon Pulleyn from UCL to talk to us about some aspects of the depiction of Helen in Homer’s Iliad, as well as about some of the linguistic questions which arise through study of the poem. Over the course of the week, and as with the British Museum exhibits, there was a chance to range widely – looking not just at the poetry of Homer, but at the way the Trojan war has been thought about and understood more broadly through time and space.

I myself started the week with a Monday morning assembly touching on a few of the contexts in which the Iliad has had an important impact. These formed the basis of 3 further talks I gave over the course of the week (possible overkill, I concede, but I couldn’t help myself…).

I looked first at the reception of Homer’s gods in ancient Greece, where the description of his poem as ‘Bible of the Greeks’ is not wholly misleading; at the use made of Homer by the Roman poet Virgil, particularly in connection with his depiction of the emperor Augustus in the Aeneid; at the use of the Iliad in the context of psychological therapy for Vietnam war veterans, as outlined in the brilliant book Achilles in Vietnam, by Jonathan Shay; and at some of the recent retellings of Homer from female perspectives, in books like Margaret Attwood’s Penelopiad and Pat Barker’s Silence of the Girls. There is in fact an ancient pedigree for this last sort of writing: we see it most clearly on display in Euripides’ fifth century BC play, The Trojan Women.

By the end of the week, like everyone else, I was ready for a rest. But I’ve been waiting to find a chance to write up a few thoughts about the subject matter of my final talk of the week: this concerned the way St Augustine, in his magnum opus The City of God, writes about the Trojan war, just a few years after the sack of Rome by Visigothic invaders, in the early 5th century AD.

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Antonio Rodriguez (1636-91), St Augustine

Augustine wrote at a time when stories of Troy, as presented (in particular) by Homer and Virgil, were coming to be viewed in a new and different light. The Christianisation of the Roman west was by now well underway (it had been more than a century since the accession of the emperor Constantine), and Christian thinkers had for decades now been aiming to recalibrate popular understandings of the shape and significance of Roman – and cosmic – history. Writing the Trojan war out of history (and out of Roman religion) – or at least writing it off –  was part of this process.

For first century BC Roman writers like Virgil and the historian Livy, stories of the Trojan war could occupy a proud place of precedence in their tellings of the origins of Roman history. But this way of situating and explaining the development of Roman history, and indeed world history (in relation to the Homeric tales of Troy) was something that made a good deal less sense for writers inspired by Christianity.

Christian writers tended to see the history of Rome, and indeed the history of the cosmos, in an altogether different light. They wanted to tell historical stories that followed a trajectory featuring not Achilles, Aeneas, Romulus and Remus, but instead tales of the Bible – of Noah, Abraham, Isaac and King David.

Christian history writing, as the great historian of historiography Arnaldo Momigliano emphasises, is profoundly influenced in its most fundamental conceptions by Jewish history writing. The foremost influence over the early Christian historiographical tradition, in fact, was the first century AD Jewish historian Josephus.

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Augustine himself was not a historian. But in his City of God – a work of theology – he presents passages of prolonged reflection and argument about historical topics. And, like Christian historians, Augustine is fundamentally uninterested in sustaining older linear narratives of Roman history. He is interested rather in vindicating and championing new, Christian ways of seeing and understanding the past.

His treatment of the Trojan war – to which he turns his attention in book 3 – is a case in point. For Augustine, Homeric accounts of the war at Troy do not count as credible historical records. He is particularly unimpressed by Homer’s Trojan gods, most notably Apollo and Poseidon. Poseidon, he notes, was simultaneously credited with building up the city walls of Troy, and – then – with joining the Greek assault on the city.

Poseidon punishes Trojan bad faith (the bad faith in question being the failure of Laomedon, Priam’s father, to pay the sea god for his help in constructing the original city walls of Troy, as outlined at Il. 21.441f.). Meanwhile, Augustine wonders wryly whether it’s more dangerous to believe in such a god or to let him down. He also wonders why – if Troy’s gods are indeed Rome’s gods, as Roman tradition had maintained – a Trojan act of bad faith was punishable in this way, while the perjurious acts of unscrupulous Roman senators apparently were not.

Augustine mocks the idea that the Homeric gods could have had any serious issue with the adultery of Paris (when he took Helen, Menelaus’ wife). The gods themselves were serial adulterers, he notes. He also dismisses the idea that the leading men of the Roman imperial period could reliably trace their ancestries back to Troy, and indeed to the gods themselves (‘Caesar’, he notes, was ‘convinced that Venus was his ancestress’).

Here he takes issue with the subtle perspective of the first century BC Roman encyclopaedist Varro, who supplies Augustine with much of his raw material in the City of God. In Varro’s eyes, a prominent Roman who constructed his identity with reference to divine Trojan ancestors was making a positive move. It was positive, he thought, because it might make him more energetic in action, more bold in undertaking noble deeds, and more secure within himself. The dangers of hubris, apparently, did not loom large in Varro’s view of things!

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Varro

But, back to Augustine, whose major query about the Homeric (and Roman) gods was this: why should these gods have been so incapable of protecting Troy, yet so capable of protecting Rome (at least, that is, during its years of imperial greatness)? And what was missing from Troy that Rome had come to possess, so that the gods might favour one city, but not the other? Here, in Augustine’s view, was a key and unanswerable question – and it is a question whose unanswerability (he thought) ought really to undermine in its very foundations the traditional, and rather naive, Roman religious worldview.

Augustine has a final point about Troy. He notes that the Roman general Fimbria, in the early 1st century BC, brutally razed a rebuilt latter-day Troy, completely destroying the city and ordering the slaughter of all its inhabitants. But wait: was this not the city that had given the Romans their gods? Why, then, should a Roman general destroy a city whose gods (which were also his own) ought to have been protecting it? The flawed logic of Roman theology is, for Augustine, exposed here all too clearly.

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A depiction of Gaius Flavius Fimbria, whose exploits are first recorded by Livy

In Augustine, the tragic fate of ancient Troy, and the stories told by Homer, are not subjected to thoroughgoing scrutiny – historical, literary, archaeological – in the ways characteristic of modern scholarship. Augustine’s exploration is motivated rather by a desire to dislodge a theological perspective whose weakness he feels confident in identifying. He does not accept that ‘the gods’ acted as protectors either of Troy or of Rome in its imperial heyday.

Even in his doubts, however, Augustine remains very much a theologian: he does not wish to suggest that no god can act as the protector and champion of a people through history. Indeed, his contention is that the rise of Rome, and the city’s greatness, are things that have in fact happened under the oversight of the Christian God, rather than the gods of Troy. Given the recent sacking of Rome, this might seem (and might have seemed also in the 5th century) a quite remarkable point of view for a Christian theologian to advance.

Featured image (top) is Destruction, from Thomas Cole’s series, The Course of Empire.

Questions, Answers and the Teaching of History

What is it, above all, that a good teacher of history is aiming to do? Is it mainly a question of successfully imparting correct or relevant information? Most, I imagine, would say that more – much more – is at stake than this. Is it, then, primarily about developing in pupils a capacity to see patterns of cause and effect, thus enabling them to isolate the important influence or set of factors which lies behind a significant event or occurrence?

What, though, about the interrogation of source materials and the development of a sense of the shape of the surviving documentary record: is it a focus on this, and the development of a keen awareness of its nature, scope and deficiencies – together with an ability to probe and analyse the evidence – that should constitute the key focus of a good teacher’s activity? The chief aim of the teacher, from this point of view, might be to produce pupils with a keen eye for detail, and an ability to shoot down overly-ambitious theories which claim too much on the basis of what’s (not) there.

Maybe the good teacher will emphasise also that reconstruction is the historian’s primary goal. If so, then their main focus is likely be on developing pupils’ capacity to make excellent use of the medium of prose; on knowing what it is to communicate details about the past attractively and cogently, certainly; but with a sense also, perhaps, that a big aim of historical writing might be to perform something like a necromancy. For the historian as necromancer, successful writing will somehow manage to bring back into being for readers things that have died and disappeared. (Why, after all, should this be an aim only of historical novelists?).

But perhaps the truth is that history teaching that really hits the mark, and indeed much of the best historical writing too, will contain something of all of these elements.

I’ve been thinking about these issues over the last couple of days chiefly because I’ve been re-reading the autobiography of RG Collingwood. Collingwood was a renowned philosopher and Roman historian. His autobiography is a subtle and amiable account of its author’s experiences of learning, teaching and writing in Oxford in the first half of the twentieth century. Collingwood was fully aware of the idiosyncratic character of many of his philosophical views, as seen in contrast with prevailing trends among his philosophical and Oxford contemporaries. This only adds to the book’s interest.

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One area in which Collingwood’s views became well-known was his philosophy of history – an area of philosophical enquiry neglected by many of his colleagues.* And Collingwood is particularly interesting, I think, on the topic of historical method, on what it is that historians should try to do when they approach the past.

For Collingwood, it is all a matter of asking the right questions. In short, the idea is that dealing well with historical evidence – Collingwood uses the example of an archaeological dig – is all about refining the questions one poses in relation to it. At a dig, you might begin with a question like ‘was there a Flavian occupation on this site?’ That question can then be divided into sub-questions, like: ‘are these Flavian sherds and coins mere strays, or were they deposited in the period to which they belong?’ And so on.

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In Collingwood’s discussion, the intellectual activity of the historian in formulating problems and solutions is crucial: the historian must pose good questions, and refine them and answer them well, while making due allowance for any problems presented by the evidence, at the same time as they offer their argument.

What I particularly like about this way of seeing the business of historical research is that the onus is very much on the historian to generate their own avenues of approach, their own web of questions (and – hopefully good – answers). It is a way, that is, to cultivate subjectivity and a habit of free enquiry, informed by one’s own growing sense of how to approach the material.

This, I think, is what successful history teaching can be about. Pupils should find that they have been invited into a world of free-spirited debate and enquiry, in which individuals can begin to form and articulate their own ideas about matters of interest and substance. The centrality of posing, refining and answering one’s own questions in that process matters.

At the same time, Collingwood’s approach isn’t in the slightest complacently presentist, in the sense that it requires the historian actually to engage with the thoughts and ideas of past people seriously. The historian should try to see these ideas in context and make sense of them in their own right. It simply won’t do, he thinks, to dismiss past thoughts on the basis of contemporary opinion or prejudice and (thus) to rule out their importance for understanding past action and behaviour.

For Collingwood, then, doing history is a fundamentally dialogical activity. He sees the process of posing and refining questions in relation to the past as an important ongoing activity, not only for the writing of good history, but also for the ongoing development of the historian as a rational being. This is a point of principle I find myself happy to agree with.

*Many, though not all. Collingwood acknowledges the influence of the philosopher TH Green in this area. He mentions too how many of Green’s pupils – including politicians such as Asquith and the social reformer and historian Arnold Toynbee – made a point of applying the ideas they had learned from their university philosophy tutor in the context of their future careers. Green was known to many as a Hegelian, though Collingwood does not call him this. Collingwood does however describe the widespread opposition to Green’s work among Oxford philosophers of his own time (‘Hegelian’ ideas were, for the most part, successfully repelled at Oxford).  He also indicates his own more sympathetic view of Green and some of his disciples. These descriptions feel measured and patient, and perhaps overly so. I suspect Collingwood is culpable of characteristically English understatement at times.