Unspoken Comparison in Tacitus's Germania
Tacitus's Germania is a thoroughly itemized ethnographic text detailing the geography, climate and social structure of Germany and its people. Unlike his Histories and Annales Tacitus doesn't offer a story line to be followed, but instead, he nudges forth an unspoken comparison to be made between two cultures.
Each of the Germania's 46 passages deals with a particular area of German civilization among which Tacitus develops a two-tiered theme. The two points he tries to make generally clear are the following:
A) The Germans are barbaric, savage and stupid…but…
B) The Germans are quaint, noble and have some redeeming qualities that make them a formidable enemy worthy of fighting.
However, these two points don't manifest themselves during the Germania's first passage on physical location.
Tacitus lets us know right off the start where Germany is positioned in terms of its bordering territories and informs us among several other geographical details that the rivers Rhine and Danube separate Germany from the Galli, Rhaeti and Pannonii.
The name "Germany" according to Tacitus originates from the name of a tribe that drove the Gauls out of what would ultimately become German territory. Ever since those times, the name "Germany" was believed to inspire terror when heard.
Tacitus makes mention of the fact that within sections of their mythological and religious structure, Hercules and Ulysses carry significant influence and this contributes to his theory (along with their distinctive looks) that the Germans developed their particula...
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...bject of divination. The horse to the Germans is the most trusted species of augury and at public expense they have white horses kept in sacred groves for the taking of auspices which is conducted by noting the horse's various snorts and neighs.
Tacitus claims that business was not tended to without being armed and for the younger men, a sword and shield would be bestowed upon them at a certain age which he describes as a seeming equivalent to the Roman toga of manhood. To be surrounded by a large group of picked young armed men was a prestigious and honorable thing, or as Tacitus would put it, "an ornament in peace and defense in war".
The Germans according to Tacitus found their nobility through war and felt that it was better to receive from blood and wounds than to receive from hard work and sweat tilling a field.
Hagen W (2012). ‘German History in Modern Times: Four Lives of the Nation’. Published by Cambridge University Press (13 Feb 2012)
After 9/11 there was a great increase in security nationwide. One major example of this is the number of agencies created as a result of 9/11. Among these agencies include the creation of the TSA (Transportation Security Administration), the DHS (The Department of Homeland Security), the ICE (Immigration and Customs Enforcement), and lastly the massive advancement of the US Coast Guard. Every one of the budgets of these agencies has doubled since 9/11. The creation of the transportation and security administrations primary goal is to improve the safety of all American Citizens traveling by plane. The TSA started implementing, new policies and new technological advancements.
The ancient Romans are known for placing value in a virtue called gravitas. To possess this virtue, a Roman must be disciplined and obedient, be physically strong, and be loyal to Rome. The Romans also valued empirical reasoning and logic over decisions based on emotions. In addition to these moral and physical standards for men, the Romans also stressed the importance of social standing. Money and power, especially political power, were coveted by all Romans. In the eyes of the Romans, a model man would possess great wealth, hold a significant position in the government or military, and have a strong mind and body. The great Roman poet Catullus defied these expectations for a Roman man in almost every sense, challenging the values and mindset
Guerber, H. A. Myths of Greece and Rome. New York: American Book Company. 1921. Print.
In the play the Life and Death of Julius Caesar (just as in all of Shakespeare’s tragedies) there is much death, much tragedy, and of course, a tragic hero. However unlike most of Shakespeare’s plays this time the tragic hero is not particularly obvious. Throughout the play a few main characters present themselves as possibilities for being the tragic hero. But as being a tragic hero is not only having a tragic flaw but also entails much more, there really is only one person to fit the mold. The character Brutus is born into power and is higher/better then we are. He has a tragic flaw that causes his downfall and at the end he realizes his mistake (a trait none of the other characters can really claim).
From the beginning of the colonization of America, many people have come here seeking religious freedom. They have not all shared the same beliefs. Roger Williams and Puritan leader John Winthrop believe very differently concerning God’s chosen religion, salvation and how it can be achieved, and the role the church should take in government.
The Roman Gladius was one of the main weapons used during the early Roman empire. “Gladius is the Latin word meaning sword” (Rayment), so any kind of sword could be called a Gladius, but the Roman short sword was mostly referred to as the Roman Gladius. The main parts of a Roman Gladius (As shown in the picture to the right from Rayment) are the Pommel, Hilt Wasp waist and the 50-cm blade. The Roman Gladius was very popular because of Its double bladed edge and its point. It was very popular for light infantry because it was small and good for close quarter combat. The disadvantage in length was made up with its light and maneuverability design. The Roman Gladius was used mostly in organized formations so they didn’t suffer a lot of casualties when charging in with a short-sword. The Roman Gladius could also be used in
Brunsma, David L. "The Effects of School Uniforms and Dress Codes on Behavioral and Social
Jessica Portner, a writer for Education Week, agreed with President Clinton in her February 14, 1996 article entitled “Uniforms Get Credit for Decrease in Discipline Problems.” Using statistical evidence from the aforementioned Long Beach school system grades K-8, Portner creates a compelling argument pro school uniforms. In a study of the 83,000 K-8 students, the rates of assault and battery decreased 34%, fights 51% and there were 32% fewer suspensions.
Uniforms in public schools are becoming more and more accepted around the world. “Over the last two decades, the debate over the implementation of school uniform policies in public schools has been a consistent presence in schools and districts around the United States.” (Sanchez, 345). Teachers, parents and school administrators feel the need for school uniforms as a positive way to increase school safety and increase academic performance. Even though school uniforms are not the most popular choice among students and parents, the positive impact school uniforms make on students and the school outweigh the negative opinions.
The subject of school uniforms can spark quite a debate among proponents and opponents on both sides of the issue. You can find mixed feelings whether you talk to school administration and staff, parents, or the students themselves. In my research, I see more pros than cons associated with a school uniform policy; therefore, I would like to examine some of these positive impacts more closely. It is exciting to see how these policies are making a resoundingly-positive impact in our children’s lives! I think, as parents, we all want to level the playing field for our children.
Have you ever thought to observe a situation, such as instituting school uniforms, from all viewpoints? Typically, when discussing a topic such as school uniforms, many are quick to deem them as unjust and avoidable. What these individuals do not know is that, in fact, school uniforms would enhance how the learning environment functions. School uniforms are a necessary component needed in schools, for they show school unity, develop better student behavior, and improve how students perform academically.
Williams, Darlene. ?School Uniforms. The Raging Debate.? Retrieved 29 April 2005. From the world wide web: file:///E:/ISTC%20201/School%20Uniforms%20The% 20Raging%20Debate%20by%20Darlene%20Williams.htm
“A uniform policy is different from a dress code. A dress code outlines the dos and don’ts of daily dress. A uniform policy dictates that students wear the same style and color shirts and pants or skirts” (Esack). The trend of uniforms is more than just a few schools here and there. Uniform policies are not just restricted to certain areas; it has become a national occurrence. Approximately one-fifth of schools have something resembling a uniform (Prill, Cride, Purdy, and Troianello). “Uniform policies are generally more likely to be found in schools with large numbers of low-income and/or minority students” (Proquest Staff).