This book examines the genre of ancient didactic poetry, focusing in particular on the Latin authors Lucretius, Vergil, Ovid, and Manilius. Greek and Latin literature abounds in didactic poetry — poems that undertake to teach a field of knowledge or practical skill — but already, the ancients found it difficult to gain a theoretical understanding of this genre, and modern readers often perceive didactic texts as dry and overly technical. The book proposes a new theoretical approach to this elusive poetic type, identifying the following four defining criteria for didactic poetry: poetic intent, ... More

This book examines the genre of ancient didactic poetry, focusing in particular on the Latin authors Lucretius, Vergil, Ovid, and Manilius. Greek and Latin literature abounds in didactic poetry — poems that undertake to teach a field of knowledge or practical skill — but already, the ancients found it difficult to gain a theoretical understanding of this genre, and modern readers often perceive didactic texts as dry and overly technical. The book proposes a new theoretical approach to this elusive poetic type, identifying the following four defining criteria for didactic poetry: poetic intent, teacher-student constellation, poetic self-consciousness, and poetic simultaneity. In addition to an historical survey of the genre from Hesiod to the Roman Republic, the work contains individual chapters with detailed interpretations of Lucretius' De rerum natura, Vergil's Georgics, Ovid's Ars amatoria and Remedia amoris, and Manilius' Astronomica. Throughout, special attention is paid to poetics; that is, the ways in which didactic texts explicitly present themselves as poetry and the ideas of poetry that they project. Though often regarded as ‘unpoetic’, didactic poems turn out to be especially rich in reflections on poetics and to comment self-consciously on their own status as both instructional and artistic texts.