(Thoughts from Chapter 4):
- Classics was a common part of education and power structures –how does this impact on its use in historical narrative? To what extent were certain ‘facts’ pre-established within education? What judgements might contemporaries have made on use/avoidance of authors? How does one study this without creating a massive visual web?
- How does the ‘popularity’ of the classical author affect the extent of their use – what should have been ‘known’ in Greek/Latin vs. what was translated vs. what was commonly available vs. what was academic fodder? [Note: e.g. which texts were translated for readers in ‘popular’ histories (Polyb vs Strab) & which translations were commonly referred to]
- How does the way antiquarian research was structured affect their presentation of it? [cf. common-place books, thematic sections, geog v hist differently configured?] How do different interests tie together and affect each other?
- Is antiquarianism important for the development for classics in the way it impacts on archaeology?
- How much regional variation was there?