Brill’s better half to historical Greek Scholarship goals at offering a reference paintings within the box of old Greek and Byzantine scholarship and grammar, therefore encompassing the large and multifaceted philological and linguistic study task in the course of the whole Greek Antiquity and the center a long time. the 1st a part of the amount bargains a radical old evaluate of historic scholarship, which covers the interval from its very beginnings to the Byzantine period. the second one half makes a speciality of the disciplinary profile of historical scholarship by means of investigating its major medical subject matters. The 3rd and ultimate half provides the actual paintings of old students in a number of philological and linguistic issues, and likewise examines where of scholarship and grammar from an interdisciplinary standpoint, specifically from their interrelation with rhetoric, philosophy, medication and nature sciences.

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Aristocr. 213–214; Ath. 6, 234e; Plut. Vit. Them. 1, 3; D. L. 6, 13; see more Lynch [1972] 48–54; Billot [1993]; Döring [2011] 42–45. On the question of Antisthenes’ teaching activities and subsequent links to the Cynic school, see Giannantoni [1993]. 112 For scanty epigraphical evidence on educational practices, cf. Eleusis 70 (a mid-fourth century decree from the deme of Eleusis in honour of Damasias of Thebes and Phryniskos of Thebes). Damasias, who seems to have been a musician, is honoured for his support of the Eleusinian Dionysia.

1, 402–406 one of the Hecatoncheires is called Βριάρεως by the gods (denoting his power) and Αἰγαίων by men (after the Aegean Sea where he lives). Thus names are used to indicate the perspective of the speaker. 155 For Aphrodite four etymologies are provided for four different names (Hes. Theog. 195–200). 156 151 See Hunter and Nünlist, this volume. 152 For a list of etymologies and wordplays practiced in the early Greek poetry and Aeschylus, see Lendle [1957] 117–121; for epic and lyric poetry and tragedy, see also Woodhead [1928] 9–43.

100 Harris [1989] 96–102; Morgan [1999] 46. 101 Cf. also Pl. Clitopho 407b-c, Chrm. 159c; on drawing as a further discipline see Arist. Pol. 1337b; Stob. Flor. 98; on the low status of the teacher of letters in society see Beck [1964] 111–114; Harris [1989] 98. Aischines’ father was apparently a teacher-slave in Athens, cf. Dem. De Cor. 129, 258, 265; De Fals. Legat. 249 providing evidence for schooling in late 5th century Athens. 102 On the method of learning letters, see Pl. Pol. 277e–278a, 285c, Prt.

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