Writing job applications makes you think not only about what you are good at but about what you’d like to do. I have always wanted a position that would allow me to research ancient Christianity and the Later Roman Empire while teaching Roman history and Latin. This includes crafting a course on the age of Augustus. I like the age of Augustus. Here I am with the Prima Porta Augustus (I really did come close to crying upon seeing it):
Why the age of Augustus?
Augustus was the ‘first emperor of Rome’. He blazed onto the scene at age 19 in 44 BC when his great-uncle Julius Caesar was assassinated and adopted him as his son posthumously. He consolidated power unto himself by 31 BC and acquired the title ‘Augustus’ from the Senate in 27 BC. He then proceeded to rule the Roman Empire until AD 14. Politically, what sets Augustus off from people like Uncle Julius, besides his longevity, was his formal acquisition of powers, authorities, and titles from the Senate. He didn’t simply aim for something like ‘Dictator for Life’. He gathered into himself a variety of constitutional powers that no single man had previously held, and his successors managed to hold onto them, turning Rome into a monarchy. This is a reason for such a course.
As a result of this, and here my late antique expertise adds weight to the importance of teaching the early empire, Augustus becomes sort of a ‘model emperor’. Consider the image above, of the beardless emperor, as opposed to:
Augustus’ beardlessness thus makes Constantine’s ‘look’ of particular political importance:
Augustus boasted that he had found Rome a city of brick and left it a city of marble. Monuments from his era can still be seen in the city of Rome, such as the Ara pacis. Besides such monumental art and the shift in the city’s grandeur, a lot of great surviving Roman art comes from the Augustan era, such as the wondrous frescoes from his wife, Livia’s, villa, now on display in the Palazzo Massimo in Rome. Art and architecture from the age of Augustus, then, provide another reason.
Furthermore, this same era, from 44ish BC to 14ish AD is a productive time in Latin literature — at least, Latin literature that survives. In prose, we have here the last years of Cicero and the work of Sallust, Livy, and the later works of Cornelius Nepos and Varro. Poetry is a larger domain, however — all of the famous elegists, Tibullus, Propertius, and Ovid, as well as the lyric achievement of Horace, not to mention the great epic poet Virgil.
A course on more than just politics, then
Take these elements, couple them with studies of ‘daily life’, and a course on the age of Augustus would be a wonderful glimpse of the Roman world as it existed for 58 years. The political narrative could be woven together with art and poetry, and how these interacted with each other could be part of the dialogue between professor and students.
Imagining this as a course with two lecture slots per week, I would divide it between narratives bringing history forward from the Ides of March 44 BC to the fourteenth day before the Kalends of September AD 14 (August 19). Parallel to the narrative lectures would be sessions combining lectures with discussions, moving through the art, architecture, and literature.
The primary learning outcome would be to see the transformation of the Roman world from the self-embattled Republic to the Early Empire, seeing Augustus and the culture that thrived during his reign in context. It would provide a background to understanding the rest of Roman history as well as later imperial aspirers, such as Charlemagne whose biographer Einhard used the biography of Augustus by Suetonius as a model.