Margaret A. Brucia & Gregory N. Daugherty Bolchazy-Carducci Publishers, Inc. Wauconda, Illinois USA Co-Editors Andrew J. Adams LeaAnn A. Osburn Cover Design & Typography Adam Phillip Velez Cover Illustration Portion of the Ara Pacis Courtesy of the American Academy in Rome, Photographic Archive To Be a Roman Topics in Roman Culture Margaret A. Brucia Gregory N. Daugherty © 2007 Bolchazy-Carducci Publishers, Inc. All rights reserved. Bolchazy-Carducci Publishers, Inc. 1000 Brown Street Wauconda, IL 60084 USA www.bolchazy.com Printed in the United States of America 2007 by United Graphics ISBN-13: 978-0-86516-633-2 Contents List of Illustrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iv Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Chapter 1 – Roman Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter 2 – Th e Family. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Chapter 3 – Th e Religious Rituals of the Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Chapter 4 – Roman Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Chapter 5 – Domestic Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Chapter 6 – Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Chapter 7 – Slavery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Chapter 8 – Freedmen and Freedwomen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Chapter 9 – Urban Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Chapter 10 – Law and Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Chapter 11 – Farming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Chapter 12 – Occupations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Chapter 13 – Travel and Trade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 Chapter 14 – Measuring Time and Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Chapter 15 – Leisure Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Chapter 16 – Public Entertainment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Chapter 17 – Religion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Chapter 18 – Stages in the Lives of Boys and Men. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Chapter 19 – Stages in the Lives of Girls and Women. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Chapter 20 – Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 (cid:2) iii (cid:3) Illustrations Fig. 1. Frieze from the Ara Pacis . . . . . . . . . .1 Fig. 29. Slave Collar . . . . . . . . . . . . . . . . . . . . .47 Fig. 2. Nobles in Togas and Attendants Fig. 30. Funerary Inscription . . . . . . . . . . . . .51 in Tunics. . . . . . . . . . . . . . . . . . . . . . . . .3 Fig. 31. Actor Wearing a Mask. . . . . . . . . . . .52 Fig. 3. Tomb of Claudia Memonides. . . . . . .3 Fig. 32. A Midwife and Her Assistant. . . . . .52 Fig. 4. Family Making a Sacrifi ce. . . . . . . . . .9 Fig. 33. Butcher at Work . . . . . . . . . . . . . . . . .53 Fig. 5. Roman Matron . . . . . . . . . . . . . . . . . .11 Fig. 34. Roman Forum. . . . . . . . . . . . . . . . . . .57 Fig. 6. Child Wearing a Bulla. . . . . . . . . . . .12 Fig. 35. City Street in Pompeii . . . . . . . . . . . .58 Fig. 7. Tomb of a Man and Wife . . . . . . . . .13 Fig. 36. Aqueduct in Turkey . . . . . . . . . . . . . .59 Fig. 8. Sleeping Child. . . . . . . . . . . . . . . . . . .18 Fig. 37. Arch of Titus. . . . . . . . . . . . . . . . . . . .59 Fig. 9. Man and Wife Clasping Hands . . . .20 Fig. 38. Aqueduct Supplying Water. . . . . . . .60 Fig. 10. Sarcophagus of Man and Wife. . . . .21 Fig. 39. Basin to Catch Water from an Fig. 11. Funeral Monument. . . . . . . . . . . . . . .22 Aqueduct . . . . . . . . . . . . . . . . . . . . . . .60 Fig. 12. Atrium in a House in Fig. 40. Latrine in Ostia. . . . . . . . . . . . . . . . . .60 Herculaneum. . . . . . . . . . . . . . . . . . . .27 Fig. 41. Th e Main Pool in Bath, Fig. 13. Peristyle in a House in Pompeii. . . .27 England. . . . . . . . . . . . . . . . . . . . . . . . .61 Fig. 14. Carbonized Bed from Fig. 42. Bath Basin in Pompeii . . . . . . . . . . . .62 Herculaneum. . . . . . . . . . . . . . . . . . . .28 Fig. 43. Th e Praetorian Guard . . . . . . . . . . . .66 Fig. 15. Model of a House in Pompeii. . . . . .28 Fig. 44. Garden at Xanten, Germany. . . . . . .71 Fig. 16. Insula in Ostia. . . . . . . . . . . . . . . . . . .29 Fig. 45. Donkeys Pulling a Cart . . . . . . . . . . .72 Fig. 17. Latrina . . . . . . . . . . . . . . . . . . . . . . . . .29 Fig. 46. Amphorae. . . . . . . . . . . . . . . . . . . . . . .72 Fig. 18. Diagram of the House of Diana . . . .30 Fig. 47. Shepherd and Sheep. . . . . . . . . . . . . .73 Fig. 19. Lar Familiaris . . . . . . . . . . . . . . . . . . .30 Fig. 48. Mill at Pompeii . . . . . . . . . . . . . . . . . .73 Fig. 20. Exterior of a Roman House. . . . . . . .33 Fig. 49. Horses Harnessed to Fig. 21. Triclinium in Herculaneum . . . . . . .33 Millstones. . . . . . . . . . . . . . . . . . . . . . .73 Fig. 22. Mushrooms Mosaic . . . . . . . . . . . . . .34 Fig. 50. Vendor Selling Wares. . . . . . . . . . . . .79 Fig. 23. Cena . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Fig. 51. Butcher’s Tomb . . . . . . . . . . . . . . . . . .82 Fig. 24. Matrona Wearing a Palla and Fig. 52. Tavern at Ostia . . . . . . . . . . . . . . . . . .82 Stola . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Fig. 53. Merchants Selling Groceries . . . . . .83 Fig. 25. An Aqueduct Outside of Rome . . . .37 Fig. 54. Two Legionaries . . . . . . . . . . . . . . . . .83 Fig. 26. Grammaticus Instructs His Fig. 55. Two Ships and a Lighthouse. . . . . . .89 Pupils . . . . . . . . . . . . . . . . . . . . . . . . . .42 Fig. 56. Via Appia. . . . . . . . . . . . . . . . . . . . . . .89 Fig. 27. Public Slaves at Work. . . . . . . . . . . . .45 Fig. 57. Raised Sidewalks in Pompeii . . . . . .90 Fig. 28. Household Slaves Grooming Fig. 58. Pavement of a Roman Road. . . . . . . .90 Th eir Mistress . . . . . . . . . . . . . . . . . . .46 (cid:2) iv (cid:3) List of Illustrations v Fig. 59. Tiber Island and the Pons Fig. 72. Mosaic of a Charioteer. . . . . . . . . . .115 Fabricius. . . . . . . . . . . . . . . . . . . . . . . .90 Fig. 73. Charioteer and His Horse. . . . . . . .115 Fig. 60. Merchant Ship with Oars . . . . . . . . .91 Fig. 74. Th e Flavian Amphitheater or Fig. 61. Amphorae. . . . . . . . . . . . . . . . . . . . . . .92 Colosseum . . . . . . . . . . . . . . . . . . . . .115 Fig. 62. Transportation of Wine. . . . . . . . . . .92 Fig. 75. Gladiators in Training. . . . . . . . . . .116 Fig. 63. Sundial . . . . . . . . . . . . . . . . . . . . . . . . .97 Fig. 76. Bull about To Be Sacrifi ced. . . . . . .123 Fig. 64. Calendar Inscription . . . . . . . . . . . . .98 Fig. 77. Animal Sacrifi ce . . . . . . . . . . . . . . . .124 Fig. 65. Circular Game Board. . . . . . . . . . . .105 Fig. 78. Paterfamilias Making a Sacrifi ce . . . . . . . . . . . . . . . . . . . . . . .124 Fig. 66. Grid-shaped Game Board. . . . . . . .106 Fig. 79. Temple of Vesta. . . . . . . . . . . . . . . . .126 Fig. 67. Circular Carving. . . . . . . . . . . . . . . .106 Fig. 80. House of the Vestal Virgins . . . . . .126 Fig. 68. Computer Generated Mola Board. . . . . . . . . . . . . . . . . . . . . . . . . .106 Fig. 81. Roman Boy Wearing a Bulla. . . . . .133 Fig. 69. Th eater in Pompeii. . . . . . . . . . . . . .113 Fig. 82. Paterfamilias and Materfamilias . . . . . . . . . . . . . . . . . .134 Fig. 70. Reconstruction of the Circus Maximus . . . . . . . . . . . . . . . . . . . . . .114 Fig. 83. Fibulae . . . . . . . . . . . . . . . . . . . . . . . .141 Fig. 71. Model of the Circus Maximus . . . .114 Fig. 84. Roman Woman’s Hairstyle. . . . . . .141 Preface It is the authors’ hope that To Be a Roman, a combined textbook/workbook written for younger and beginning Latin students, will help to fi ll a signifi cant need in the Latin curriculum. Although the study of the Latin language ideally aff ords students close contact with the culture of the ancient Romans, it is diffi cult to fi nd an age-appropriate ancillary text off ering a systematic approach to the study of daily life in Ancient Rome. To Be a Roman aims to simplify the sometimes daunting task of organizing and presenting a wide array of cultural information for teachers and to off er a selection of engaging mate- rial, exercises, and activities for students. Latin teachers are frequently faced with the dilemma of how to incorporate a range of cultural in- formation into the class while adhering to the framework of a language textbook. Although most read- ing-based Latin textbooks with an imaginative storyline address certain aspects of daily life as the plot of the story unfolds, none off ers a broad range of topics accompanied by comprehensive exercises and activities designed specifi cally to reinforce cultural information. Designed to accompany any current Latin textbook, To Be a Roman presents a variety of practical information topically. Although the material is arranged to suggest a natural and logical fl ow of ideas and topics, the teacher is not bound to adhere to the ordering of chapters in this book. If, for example, a discussion of slavery or farming harmonizes with information presented early in the language text- book, teachers are encouraged to read these chapters with their students out of sequence. Th e fi rst nineteen chapters of cultural material are copiously illustrated, written in language appro- priate for younger students, and accompanied by a variety of exercises that includes, among other types, crossword puzzles, word searches, matching columns, true/false questions and fi ll-in-the-blanks. Also presented are topics for discussion and both small and large group activities that involve role-playing, artistic creativity, and games. Th e fi nal chapter is comprised of an extensive, annotated, chapter-by- chapter resource guide to fi lms and fi ction about ancient Rome. Th is book does not attempt to present a systematic history of ancient Rome and it barely touches upon the complexities of Roman government. Nor is it intended to serve as a defi nitive source or the fi nal word on the cultural practices of the ancient Romans. Instead, To Be a Roman off ers generally accepted beliefs about the customs and habits of the Romans. Th e topics comprise a practical body of information, such as: class distinctions, family life, occupations, measuring time and space, leisure ac- tivities, public entertainment, and religious practices. Chapters 18 and 19, examining successive stages in the lives of Roman males and females, serve as a summary and a review of information presented in previous chapters. Th e authors have endeavored to use current and reliable sources in conducting the research for this book. Th ey are grateful to both LeaAnn Osburn and Andrew Adams, co-editors, for their many helpful corrections and suggestions. Any errors of fact or judgment that may remain are, of course, entirely the responsibility of the authors. Acknowledgement is also due to Christina Huemer, the librarian of the American Academy in Rome as well as to Lavinia Ciuff a, Curatorial Assistant of the Academy’s Foto- teca Unione, who were both most generous with their time and assistance in helping the authors obtain (cid:2) vii (cid:3) viii To Be A Roman illustrations. Margaret Brucia acknowledges her indebtedness to her Latin students in Port Jeff erson, NY and wishes to thank the University of Washington’s Helen R. Whiteley Center, where she spent two happy and productive weeks working on the manuscript of To Be a Roman. Greg Daugherty wishes to thank both his wife Cathy (who is a Latin teacher in Hanover County, Virginia) for her invaluable advice and counsel and his students in Classics 225 for helping to pilot much of the content. Margaret A. Brucia Gregory N. Daugherty August 21, 2006 Chapter 1: Roman Society Slaves, Freedmen, and Plebeians Th e Romans, like other ancient civilizations, divided their people into distinct social groups. At the bottom step of the social scale were slaves, who had no rights or privileges whatsoever. But slaves in ancient Rome could, and often did, become legally free. When slaves were granted their freedom, they became known as libertini, or freedmen and freedwomen. Libertini were eligible for Roman citizenship. Once they became citizens of Rome, they joined the ranks of the lowest and largest class of citizens, the plebeian class. Although the social stigma of having once been a slave remained for freed people, as new citizens they mingled freely with free-born citizens. The Upper Classes Above the plebeian class were those citizens who sprang from distinguished family backgrounds and who usually possessed great wealth. In the earliest period of Roman history there was one upper class, whose membership was determined solely by family background. Gradually a second upper class emerged. Th e rules for membership in each of the upper classes changed as Rome itself grew in size and importance. In order to understand how and why the upper classes developed, it is helpful to know some background information about Rome’s three phases of government: monarchy, republic, and empire. From Monarchy to Republic to Empire At fi rst, monarchs or kings ruled Rome. During the Monarchy, some leaders were outstanding and some clearly were not. Th e traditional dates for the Monarchy are 753–509 bce. After the seventh and last king, a tyrant, was overthrown, the Romans, fearful of one-man rule, established a republic. Th e tradi- tional dates for the Republic are 509–27 bce. Roman citizens now voted for their leaders in elections. Th e highest elected offi cial was called a con- sul, and two men, who shared power equally, were elected to this offi ce every year. Citizens who had held public offi ces were eligible to become senators. Th e role of the Senate was to give advice to political offi cials. Although this system of government was eff ective for many centuries, eventually the Roman Re- public began to falter and break apart. Power once again passed to a single man, but this time he was called an emperor instead of a king. Th e last period of Roman history is therefore known as the Roman Empire. Most of the laws that determined which social American Academy in Rome, Photographic Archive Fig. 1. class people belonged to were established Th is frieze from the Ara Pacis, created in the very early years of the during the Roman Republic. Th e traditional Empire, shows Romans dressed formally in their togas. dates for the Empire are 27 bce–476 ce. (cid:2) 1 (cid:3)