classics

• Pandora


  A significant figure in Greek mythology associated with the creation of the first woman
• Creation of Pandora


  1. Zeus orders Hephaestus to create the first woman, Pandora

  2. Each god contributes various gifts to her, such as beauty, cunning, and deceit

  3. Hephaestus gives her a jar (often mistranslated as a "box") and instructs her not to open it
• Pandora's curiosity


  She opens the jar, releasing all the evils and miseries into the world
• Only hope remains trapped in the jar, giving a glimmer of optimism amidst the troubles unleashed
• Implications for Ancient Greek Views on Women

  • Creation as a Punishment
  • Cunning and Deceit
  • Curiosity and Disobedience
  • Hope
• The myth of Pandora suggests that women were created as a form of punishment for humanity's disobedience
• The gifts bestowed upon Pandora by the gods include qualities like cunning and deceit, reinforcing a stereotype that women may possess traits associated with manipulation
• Pandora's disobedience and curiosity lead to the release of suffering and misfortune, which may be interpreted as a cautionary tale warning against the curiosity and disobedience of women
• The inclusion of hope in the jar may suggest a nuanced view, indicating that not all aspects of women were considered entirely negative
• Interpretations of myths can vary, and not all Greeks would have held the same views about women
• Myths often reflect the values and concerns of a society, and the Pandora myth is just one lens through which we can explore ancient Greek attitudes towards women
• Helen of Troy


  A figure in Greek mythology primarily associated with the Trojan War, whose depiction provides insights into ancient Greek views on women and female virtue
• Helen's Beauty


  • She is renowned for her extraordinary beauty, often described as "the face that launched a thousand ships"
  • Her unparalleled attractiveness plays a central role in the myth, emphasizing the power of physical beauty and its potential consequences
• Kidnapping or Willful Departure

  The circumstances of Helen's departure to Troy vary in different versions of the myth. In some accounts, she is portrayed as being kidnapped or seduced by Paris, a Trojan prince. In others, she willingly leaves her husband Menelaus to be with Paris. This ambiguity raises questions about Helen's agency and the perception of women's choices in Greek society.
• Blame and Responsibility


  The Greeks often placed blame on Helen for the Trojan War and its devastating consequences. The idea that a woman's actions could lead to such widespread conflict reflects a certain distrust of women and suggests a belief in the potential danger of female influence.
• Contrasting Virtues


  The portrayal of Helen stands in contrast to the idealized virtues expected of Greek women, which included modesty, loyalty to family, and domesticity. Helen's departure from Sparta and her involvement in the events of the Trojan War challenge these traditional notions of female virtue.
• Divine Influence


  Some versions of the myth suggest that Helen was influenced or manipulated by the gods. This element introduces the idea that divine forces may play a role in shaping the actions of women, complicating the issue of personal responsibility.
• Tragic Figure


  Helen is often depicted as a tragic figure, torn between conflicting loyalties and the devastating consequences of her actions. This portrayal elicits sympathy for her, challenging a simplistic view of women as mere instigators of chaos.
• The depiction of Helen of Troy in Greek mythology reflects complex attitudes toward women in ancient Greece.
• The Sabine Women


  After the founding of Rome by Romulus and his followers, there was a shortage of women in the new city. Romulus devised a plan to ensure the survival and growth of Rome by inviting the neighboring Sabines to a festival. During the celebration, the Roman men abducted the Sabine women, leading to a conflict between the Romans and the Sabines. The conflict was eventually resolved through the intervention of the abducted women, who persuaded the two sides to reconcile.
• Implications for Roman Views on Women (Sabine Women)

  The story of the Sabine Women highlights the agency and influence that women could have in matters of state and conflict resolution. The women's role as peacemakers and their ability to affect the course of events suggest a recognition of female virtue beyond traditional domestic roles.
• Tarpeia


  According to Roman legend, during the early days of Rome, a Sabine woman named Tarpeia betrayed the city by opening the gates to the Sabine invaders in exchange for what she believed would be their valuable golden bracelets. However, the Sabines, once inside the city, crushed her to death with their shields.
• Implications for Roman Views on Women (Tarpeia)


  The story of Tarpeia is often interpreted as a cautionary tale about the consequences of betrayal. It reinforces traditional Roman values of loyalty, duty, and the sanctity of the homeland. While the Sabine Women in the previous story are portrayed as peacemakers, Tarpeia represents a negative example, emphasizing the importance of fidelity to Rome.
• These stories collectively suggest that ancient Roman views on women were not monolithic but varied based on individual actions and virtues.
• Lucretia


  Lucretia was a virtuous Roman matron, known for her chastity and loyalty to her husband. Sextus Tarquinius, the son of King Tarquin, raped her while her husband was away. After the assault, Lucretia revealed the crime to her family and, in her grief and shame, took her own life.
• Presentation of Lucretia


  Lucretia is portrayed as the epitome of Roman virtue, particularly the virtue of pudicitia (chastity or modesty). Her tragic fate underscores the importance of these virtues in Roman society. Her decision to reveal the crime and take her own life is seen as an act of self-sacrifice for the greater good of Rome.
• Political Implications (Lucretia)


  Lucretia's rape and subsequent suicide played a crucial role in the political upheaval that led to the overthrow of the Roman monarchy. Her family, along with other prominent Romans, swore to avenge her and worked towards the establishment of the Roman Republic. This narrative reinforces the idea that a woman's virtue was intertwined with the fate of the state.
• Rhetoric of Virtue and Honour (Lucretia)


  The story of Lucretia was often used in Roman oratory and literature to emphasize the importance of virtuous behaviour, especially for women. It became a rhetorical tool to inspire citizens to uphold traditional Roman values and to resist tyranny. The emphasis on female virtue, as exemplified by Lucretia, was part of the broader Roman moral code.
• Role in Shaping Roman Values (Lucretia)


  Lucretia's story contributed to the Roman idealization of women as bearers of family honour and guardians of moral values. It reinforced the notion that a woman's virtue could have significant consequences for the entire community, emphasizing the interconnectedness of individual and civic morality.
• Education in the home in preparation for marriage (Athens)


  In ancient Athens, the education of young women primarily revolved around the preparation for marriage and the fulfilment of domestic responsibilities. The curriculum focused on domestic tasks, social etiquette, and the cultivation of virtues such as modesty, obedience, and the ability to manage a household efficiently.
• Marriage in Athens


  Marriage was a significant milestone for young women in Athens, typically occurring in their mid to late teens. The dowry, a sum of money or property given by the bride's family to the groom, played a crucial role in facilitating marriages. The primary aim of these unions was to produce legitimate heirs and perpetuate the family lineage.
• Typical Athenian wedding rituals and arrangements

  The exchange of dowries was a formalized part of the marriage contract and solidified the alliance between the two families. The wedding ceremony itself was a communal affair, marked by religious rituals and public celebrations. The procession of the bride from her family home to that of the groom's was a significant public event.
• Spartan system of education and marriage


  Spartan women, like men, were expected to contribute to the well-being and strength of the state. From an early age, both boys and girls underwent a rigorous state-sponsored education known as the agoge, which focused on physical fitness, discipline, and loyalty to the city-state. Marriage in Sparta was viewed through the lens of eugenics and the creation of strong, healthy citizens. The state played a role in arranging marriages, and the focus was on producing children who would become capable warriors and citizens.
• Education in the home in preparation for marriage (Rome)


  Education for young Roman women was primarily conducted within the home, where mothers and female relatives were responsible for imparting essential skills and knowledge. The curriculum was centred around preparing young women for their future roles as wives and mothers, including learning about managing a household, overseeing servants, and honing skills related to childcare. A primary focus was on instilling moral values and virtues such as modesty, loyalty, and the importance of fulfilling familial duties.
• Marriage in Rome


  Marriage was a central event in the lives of young Roman women. Typically, marriages were arranged by the families, and considerations such as social status, wealth, and family connections played a significant role in the matchmaking process. The ideal Roman woman was expected to be virtuous, devoted to her family, and capable of managing the household efficiently.
• Education for young Roman women

  Primarily conducted within the home, where mothers and female relatives were responsible for imparting essential skills and knowledge
• Curriculum for young Roman women

  • Centred around preparing them for their future roles as wives and mothers
  • Included learning about managing a household, overseeing servants, and honing skills related to childcare
• Primary focus of education for young Roman women

  Instilling moral values and virtues such as modesty, loyalty, and the importance of fulfilling familial duties
• Girls were also taught basic literacy and numeracy, but their education was not as extensive as that of boys, who had access to formal education outside the home
• Marriage for young Roman women


  • A central event in their lives
  • Typically arranged by families, with considerations such as social status, wealth, and family connections playing a significant role