Alison John

This paper explores the place of Greek language and literature in the educational and intellectual world of Sidonius Apollinaris. The first part examines the direct evidence for Sidonius' knowledge of Greek, concluding that he knew Greek and was able to read and engage with Greek texts without the aid of a Latin translation. The second part of the paper focuses on the in-and exclusion of certain Greek authors and authorities in Sidonius' rhetorical lists of praise and asks what light this can shed on the educational communities of the Galli docti of Sidonius' age, and the shifting and evolving landscapes of learning in fifth-century Gaul.

Mamertus Claudianus, a priest in Vienne in the mid-fifth century, has been identified by some scholars as a professional teacher of Latin rhetoric. This article contests this classification, arguing that Claudianus was an active member of learned Christian literary circles and leader of philosophical and theological 'literary salons.' It demonstrates the importance of correctly identifying teachers in the prosopography and illustrates the potential of incorrect identifications to produce flawed and distorted historical reconstructions of the cultural transformations of the late antique west. A close reading of the sources for Claudianus, coupled with a firm understanding of the cultural and educational realities of late antique Gaul, sheds light on the evolution of an increasingly Christian intellectual culture among the Gallo-Roman litterati of the fifth century, and a better understanding of the transformation of educational practices in this period and after the 'fall' of Rome.

Ausonius’ epigram collection includes poems about four teacher-characters: Auxillius (Epigr. 81), Philomusus (44), Rufus (45-52), and Eunus (82-87). In these poems Ausonius is disparaging towards the teachers, ridiculing them for their ignorance and ineptitude, and calling them inscitus, opicus, or misellus. Such characterisation is striking because Ausonius himself was a teacher of grammar and rhetoric in Bordeaux before holding high political office in Gaul.

Focusing on these epigrams, this paper explores how Ausonius draws on and inserts himself into the Greek and Latin invective and satirical literary traditions, and how Ausonius’ own profession and experience contribute to tones of mockery and humour in these poems. The uneducated teacher is a topos in Greek skoptic epigram (e.g. AP 11.138-151, 278, 279, 305, 321, 322), and Ausonius was clearly influenced by Martial’s use of invective directed at individuals, developed over a series of epigrams on the same character. Mockery of teachers is also prevalent outside the genre of epigram, so this paper also explores the epigrams’ relationship with other literary traditions, such as Latin satire.

Furthermore, throughout the epigram collection, Ausonius displays his erudition and poetic virtuosity by translating and adapting Greek epigrams. This attests to the enduring centrality of bilingualism and Greek texts in western literary circles in this period. By studying the creative process and circulation of Ausonius’ epigrams, especially those which mock teachers, this paper will shed light on the intellectual world in which Ausonius could play with and blend Greek and Latin literary traditions. Crucially, the paper will reflect on the intended audience and readership for these poems and Ausonius’ other ‘ludic’ poetry, such as the Epitaphia heroum qui bello Troico interfuent, Parentalia, Ludus Septem Sapientum, Technopaigneon, and the Eclogae.