Two Notes on "Iliad" 24

Author(s): Justin Glenn

Source: The Classical World, Vol. 65, No. 1 (Sep., 1971), pp. 20-21
Published by: Johns Hopkins University Press on behalf of the Classical Association of the
Atlantic States
Stable URL: http://www.jstor.org/stable/4347533
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20 THE CLASSICAL WORLD
the circumstances of absolute power, the tyrant
determined to maintain his position does not have
that many options of behavior different from those
outlined by the tyrannical commonplaces.
This study provides an objective method of
determining when Sallust, Livy and Tacitus are
employing the stereotype of the rhetorical tyrant.
The interpreter of these historians is thus alerted
by the presence of the tyrannical commonplaces
to the possibility of exaggeration and misrepre-
sentation in order to produce conformity with the
rhetorical stereotype of the tyrant. However, on
the other hand he will also take into account the
possibility that the historian has employed these
commonplaces (which we have seen represent
quite well in theory the behavior of the tyrant)
with accuracy to express historical truth. His
ultimate decision with regard to the veracity of
the application of these commonplaces must be
made only after careful comparison with other
available sources.
J. ROGER DUNKLE
BROOKLYN COLLEGE, CUNY
TWO NOTES ON ILIAD24
The meeting of Priam and Achilles is undoubt-
edly one of the most moving scenes in the Iliad,
or, indeed, in all literature. In teaching the Iliad,
however, I find that two passages within this
episode have especially captured the imagination
of Homer's modern audience. Perhaps the most
memorable moment occurs when Priam kisses the
hand of the slayer of his son (24.503-06). We all
feel the beauty and power of this gesture, but how
can we best explain them? The answer, perhaps,
lies in a paradox. On the one hand, Priam is
begging, intentionally and utterly humiliating
himself in the hope of moving Achilles. And yet,
at the same time, this act achieves for the sup-
pliant king a sublime dignity. Where in litera-
ture can we find another passage which, in a
single act or moment, captures both utter humilia-
tion and a most sublime dignity? The only
parallels I can imagine are the accounts in the
New Testament of Christ's crucifixion. This
form of execution was deemed humiliating as well
as excruciating: it was usually reserved for the
worst criminals; nevertheless, the evangelists'
accounts of the crucifixion undoubtedly impart
to it a moving dignity. Classicists, of course,
have repeatedly emphasized that when reading
Homer we must completely dismiss from our
minds all Christian notions about pride: to
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SEPTEMBER 1971
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P.O.B. 352, White Plains, N. Y.
Homeric man pride was a virtue, not a vice. 1 As
a generalization, this is perfectly true; neverthe-
less, this gesture of Priam in Iliad 24 strikes me
as a magnificent and important exception. Here-
as the old man stoops to beg, but somehow emerges
nobler than the proud warrior -- Homer seems to
anticipate that teaching which is otherwise so
antithetical to his heroic world: "He who humbles
himself shall be exalted . . ."
Second, I should like to consider Achilles' sud-
den, angry outburst against Priam (24.560-70).
Here, in the middle of this very moving and com-
passionate scene, Achilles suddenly lashes out
against the old man with a harsh warning: "Stop
pushing me, old man (meketi nun m' erethize,
geron2); it is my own idea to release Hector to
you . . ." (560-61). Most students find this
passage puzzling and disturbing: it seems to mar
badly the mood of pathos which the poet has
developed so beautifully. If we examine Achilles'
outburst more closely, however, we may find in
it a vindication of Homer's remarkable grasp of
'See, e.g., H. W. Clarke, The Art of the Odyssey
(Englewood Cliffs, N.J. 1967) 57.
2Cf. the angry reply of Agamemnon to Chryses at
1.32: all' ithi, mg m' erethize.
SEPTEMBER 1971 THE CLASSICAL WORLD
human psychology. We know that Achilles
already hates himself for what he has done to
Patroclus: in Bk. 16 his stubbornness and pride
led him to send his best friend to his death. Now,
at this moment in Bk. 24, Achilles compounds
this remorse or self-hatred when he sees what he
has done to Priam and Hector; only now does
he see the utter inhumanity of his behavior. At
this point, then, the self-hatred in Achilles is
building up to the breaking point; and so, irra-
tionally but quite true to human psychology, he
vents this inner hostility on the only person at
hand, Priam.3 When viewed in this light, the
startling outburst becomes completely compre-
hensible and effective: far from negating Achilles'
change of heart in this scene, his angry words are
a mirror of his own unbearable feelings of remorse.
JUSTIN GLENN
UNIVERSITY OF GEORGIA
PHASE 11 OF THE CAAS REGIONALPLAN:
A PRESIDENTIAL MESSAGE
During the presidency of Dr. Annette Eaton,
the CAAS Regional Plan was initiated to renovate
and extend the teaching of Classical Studies at
all levels in CAAS territory. The goals of the
Regional Plan remain as valid today as ever. The
initial phase of the Regional Plan involved ex-
ploratory committee meetings in various parts of
the CAAS territory to assess our problems and
plan solutions to them.
The CAAS Executive Committee recently
initiated Phase II of the Regional Plan. This
second phase of the Regional Plan will be char-
acterized by strong centralized activity of a
specific nature on the part of the Executive
Committee.
Already we have begun the following aspects
of Phase II of the Regional Plan:
1. The formation of the first CAAS Work-
ing Committee. This Committee is developing
a report on new curricula in Classics at all levels
which will be disseminated prior to our Spring,
1972 meeting and discussed at that meeting.
Hopefully a new working committee will be
formed annually to develop reports on specific
3Psychologists speak of this as "projection," a type
of "ego defense-mechanism." E. R. Dodds touches
on this briefly in his The Greeks and the Irrational
(Berkeley and Los Angeles 1951) 17; see further
Anna Freud, The Ego and the Mechanisms of De-
fense (London 1937) 128-29.
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21
pedagogical subjects of general interest to the
membership. Working Committee reports will
emphasize practical matters and will make
specific recommendations to CAAS and to the
profession as a whole. The Working Committee
concept is a realization that curriculum reform is
an essential component of any revitalization of
the Classics.
2. Project Maryland. In cooperation with
the Maryland State Dept. of Education CAAS is
surveying the county public and parochial school
systems to ascertain the actual situation in the
various parts of the state. On the basis of the
survey, action will be taken to renew and strength-
en existing programs and to establish programs
where none exist. Project Maryland reflects a
decision of the Executive Committee to focus
attention on one geographical area badly in need
of help rather than to dissipate our efforts on all
fronts at the same time.
3. Project ACTFL. This is an effort to en-
courage greater cooperation and interaction be-
tween the American Council on the Teaching of
Foreign Languages (ACTFL) and the Classical
Association. We have already made overtures
to the new Executive Secretary of ACTFL along
these lines. Suggestions from the membership of
the Classical Association on how ACTFL can be
of service to us and how we can help ACTFL
would be most welcome.
4. A campaign to increase the membership of
CAAS. Toward this end an attractive flyer is
being prepared for distribution, if possible, through
state and local classical organizations in our
region, the American Classical League, the state
departments of education, and the foreign lan-
guage directors in large school systems.
5. Project Slide Tape Presentation. CAAS is
cooperating with the School District of Philadel-
phia's Division of Instructional Services in the
development of a slide tape presentation on the
value of Classical Studies. The presentation will
be especially designed to appeal to modern teens.
The School District's Latin Curriculum Commit-
-tee has already turned its attention to this chal-
lenging project.
As the new President of CAAS, I welcome
wholeheartedly the opportunity to provide service
to the profession both through the Regional Plan
and through the other functions of CAAS. I urge
the members of CAAS to work with me and the
Executive Committee to make creative activism
a characteristic of 1971-72. I hope that everyone
will sedulously avoid the negativism, "death
wish" mentality, and paranoia which are un-
fortunately too common in classical circles. In-