Cyrus Herzl Gordon Quotes

Music was an art fostered by the mightiest of heroes. Achilles is represented as entertaining himself with his lyre. (Iliad 9: 185-6). We compare David, the warrior skilled in poetry, singing and musical instruments.

Epic poetry is divinely inspired (Iliad I: I) and as such is just as true as oracles, and for the same reason. It is no accident that oracles (such as those at Delphi) were enunciated in the same dactylic hexameter as the epic.

Homeric tradition has its own way of telling us that Minoan/Mycenaean civilisation was intertwined with the culture of the Semitic Phoenicians. Iliad 14: 321-322 makes Phoenix (named after the ancestor of the Phoenicians) the maternal grandfather of Minos. ...Archaeology bears out early cultural connections between the two.

Historical, sociological, literary, linguistic, archeological and other techniques must be brought to bear when they are applicable to the material at hand.

That both the Gilgamesh Epic and the Odyssey deal with the episodic wanderings of a hero, would not be sufficiently specific to establish a genuine relation between them. But when both epics begin with the declaration that the hero gained experience from his wide wanderings, and end with his homecoming, a relationship dimly appears. ...when we note that whole episodes are in essential agreement, we are on firmer ground. For instance, both Gilgamesh and Odysseus reject a goddess's proposal for marriage; and each of the heroes interviews his dead companion in Hades.

Out of the Armana Age synthesis emerged the earliest traditions of Israel and Greece.

The parallels that form the core of this book fit into a historical framework in the wake of the Armana Age during the closing centuries of the second millenium. Prior to the Armana Age (i.e., before 1400 B.C.) Egyptian, Canaanite, Mesopotamian, Anatolian, Aegean and other influences met around the East Mediterranean to form an international order, by which each was in turn affected.

It would be foolhardy to swell the pages of this book with an exhaustive list of Greco-Hebrew differences. Everyone knows that Homer is very different from the Bible.

The customs of both the Greeks and Hebrews in that heroic age were often alien to their respective descendants in the classical periods. We shall have to bear in mind that the gulf separating classical Israel (of the great Prophets) from classical Greece (of the scientists and philosophers) must not be read back into the heroic age when both peoples formed part of the same international complex.

Just as Mycenaean civilisation is a development of the Minoan, so too the Philistines who came to Palestine from Caphtor were an offshoot of the same general Aegean civilisation. ...until David's victories around 1000 B.C., the Philistines dominated the Hebrews, so that, militarily at least, the Davidic monarchy was the Hebrew response to the Philistine stimulus. ...the Achaeans, Trojans, Philistines and Hebrews during the closing centuries of the second millennium belonged to the same international complex of peoples, sharing many conventions and institutions, specifically in military matters.

The text of Homer about the Mycenaen Age with its memories of the Trojan War, and the Hebrew text covering from the Conquest through David's reign, cover ground with much in common geographically, chronologically and ethnically.

Manslaughter was requited through blood revenge. Accordingly the offender, to escape the avenger, would be forced to flee, cut off from his land and people, at the mercy of strangers far from home. [Examples are] 2 Samuel (14: 5-7)... Iliad a6: 571-574... Odyssey (15: 271-278)... (Genesis 4: 14)... (Genesis 4: 15)

The priestly guilds were highly mobile, with the result that cultic practices crossed ethnic lines over wide areas.

The Greeks viewed the Mediterranean not as a barrier but as a network of routes connecting people who dwelt along its shores. This is familiar to any student of Greece. ...the Hebrews express themselves similarly in passages like Psalm 8: 9 ("crossing the paths of the seas").

We absorb attitudes as well as subject matter in the learning process. ...the attitudes tend to determine what we see, and what we fail to see, in the subject matter. This is why attitude is just as important as content in the educational process.