SlideShare une entreprise Scribd logo
1  sur  43
Dr Jamie Wood
Lecture 3; 12th October 2012
   To provide an overview of the
    main historical actors and events
    of the Tetrarchy
   To focus on the figure and role of
    Diocletian
   To pick out key themes of the
    Tetrarchic period
   To assess the extent to which the
    Tetrarchy was a key turning point
    in history of later Roman Empire
   End of 3rd C crisis, rise of Diocletian and the Tetrarchy
   Themes (1)
     Administration/ bureaucracy
     Military
--------------------------------------------------
 Groupwork: 3rd century historians
 Themes (2)
     Economy
     Religion
   Visual sources
   Breakdown of the Tetrarchy
   Conclusion
   Military
     Diocletian defeats his rivals
     Military reforms
     Invasions cease (or are defeated)
   Government
     Development of new system: the Tetrarchy
     Sharing of power
     Reorganisation of bureaucracy and administration
   Economic reforms
   Ends ‘crisis’ of 3rd
    century
   End of the principate
    (princeps) and beginning
    of the dominate
    (dominus)
   Last great ‘persecution’
    of Christians
   A new era: the start of
    ‘modern’ history?
 Originally Diocles
 From low-status family in
  Dalmatia (modern Croatia)
 Rose from ranks
 Cavalry commander under
  Carus (282-3) and his son
  Numerian (282-4)
 Succeeds on Numerian’s
  death and kills Aper
  (praetorian prefect and his
  rival) in full view of army at
  Nicomedia
   This man [= Diocletian] then, having ascended the
    tribunal was hailed as Augustus, and when someone
    asked how Numerian had been slain, he drew his sword
    and pointing to Aper, the prefect of the guard, he drove
    it through him, saying as he did so, “It is he who
    contrived Numerian's death”. So Aper, a man who lived
    an evil life and in accordance with vicious counsels, met
    with the end that his ways deserved. My grandfather
    used to relate that he was present at this assembly
    when Aper was slain by the hand of Diocletian; and he
    used to say that Diocletian, after slaying him, shouted,
    “Well may you boast, Aper, ‘Tis by the hand of the
    mighty Aeneas you perish.’ (Aeneid, x.830)”
   284: death of Numerian;
    D acclaimed Augustus
   285: defeat of Carinus
    (N’s brother); Maximian,
    fellow army officer
    appointed Caesar
   286: Maximian appointed
    Augustus
   293: Tetrarchy begins
   Established by Diocletian and Maximian in 293:
     Galerius and Constantius I Chlorus appointed
     Caesares
   Rule of four
     from Greek: four (tetra) and rule (arch)
   Division of empire into east and west, with sub-
    division in each
   Lasted (with changes of personnel) until ca. 313
    when civil war left Constantine I in west and
    Licinius in east
Diocletian   Maximian




Galerius     Constantius I Chlorus
   Small imperial administrative system of early
    empire

   Change in the cities
     Civic system in earlier empire
     Tax raising and tax farming
     Euergetism
   Keith Hopkins (‘Conquest By
    Book’, in Beard et al. (eds.),
    Literacy in the Roman World, JRA
    Supplement 3; Ann Arbor, 1991)
    argued that writing, like money,
    was a medium of exchange – in
    information and knowledge –
    which helped to unify Empire
     Emergence of legal and
      documentary culture as the
      Roman Empire expanded
     Resultant process of
      professionalization and
      bureaucratization (as we have
      already seen)
   Chain of command linked civil administrators
    directly to emperor (via councils/ departments)
   Professionalised hierarchy with elaborate
    system of honours
   Each province has separate civil and military
    administration (secret service developed)
   Increases number of provinces (50 -> 100)
   Number of officials increased (15k -> 30k)
   System of taxation developed to meet costs of
    increased administration
‘In his greed and anxiety he [Diocletian] turned the whole world
upside down. He appointed three men to share his rule, dividing the
world into four parts and multiplying the armies, since each of the
four strove to have a far larger number of troops than previous
emperors had had when they were governing the state alone. The
number of recipients began to exceed the number of contributors by
so much that, with farmers’ resources exhausted by the enormous
requisitions , fields became deserted and cultivated land was turned
into forest. To ensure terror was universal, provinces too were cut
into fragments; many governors and even more officials were
imposed on individual regions, almost on individual cities, and to
these were added numerous accountants, controllers, and prefects’
deputies. The activities of all these people were very rarely civil; they
engaged only in repeated condemnations and confiscations, and in
exacting endless resources – and the exactions were not just
frequent, they were incessant, and involved insupportable injustices.
And how could the arrangements for raising soldiers be endured?’
   Increased size of army
   Renewed border defences
   Developed mobile field army
    (comitatenses)
   Military commands made smaller
   Military and administrative
    offices separated
   Clear chain of command
    developed (focussed on emperor)
   Taxes raised to pay for increased
    military
   “By the forethought of Diocletian, the
    frontiers of the empire everywhere were
    covered, as I have stated, with cities,
    garrisons and fortifications which housed the
    whole army. Consequently, it was impossible
    for the barbarians to cross the frontier
    because they were confronted at every point
    by forces capable of resisting their attacks.”
     Z goes on to criticise Constantine for abandoning
     this system
 Mid 280s: Carausius appointed
  to clear pirates from English
  Channel; successful but then
  leads breakaway in Britain and
  northern Gaul with support of
  legions there                     Carausius
 293: Constantius I Chlorus
  appointed Caesar to take back
  N. Gaul and Britain
 293-296: gradual success;
  Carausius replaced by Allectus,
  who is restricted to Britain
 296: reconquest of Britain         Allectus
25
1.   Cassius Dio’s Roman History
2.   Historia Augusta
3.   Herodian
 In your group prepare a short presentation that provides the
    following information about your source
        Date of composition (esp. in relation to events described)
        Author(s) (who they are, where they are from)
        What it’s about (e.g. recurrent themes/ topics)
        Issues (e.g. viewpoint or biases of the author/ history of the
         source’s transmission or survival)
 One member of the group needs to write this up into a
  short (readable) summary which I will type up and add to
  the PowerPoint slides on VITAL.
   ca. 164-229 AD (at least that is when he stops writing)
   Wrote 80 volumes of his Roman History covering 1400
    years from Aeneas and the foundation of Rome to 229
    AD. It is written in Attic Greek.
   It survives mainly as extracts in later works by other
    people (i.e. is fragmentary)
   Dio served as a senator under Commodus and was consul
    under Severus Alexander: so he has an elite viewpoint
   Religion is a strong theme. He places a lot of importance
    on the supernatural. His first work, written before the
    History, was about dreams and portents. However there
    is no mention of Christianity. Did it not matter to him?
   Dio spent 10 years researching and 12 years writing – he
    had a lot of sources to draw on
 New weights and
  denominations
 Maintenance of bi-
  metallic system
 Differential effect in
  east (more
  economically
  developed) and west
 Seems to have
  provoked rise in cost
  of living; but rise in
  benefactions
‘If the excesses perpetrated by persons of unlimited and frenzied
avarice could be checked by some self-restraint – this avarice which
rushes for gain and profit with no thought for mankind … the
situation could perhaps be faced with dissembling and silence, with
the hope that human forbearance might alleviate the cruel and
pitiable situation. But the only desire of these uncontrolled madmen
is to have no thought for the common need.’
‘ We hasten, therefore, to apply the remedies long demanded by the
situation, satisfied that no-one can complain that our intervention
with regulations is untimely or unnecessary, trivial or unimportant.’
‘It is our pleasure, therefore, that the prices listed in the subjoined
schedule be held in observance in the whole of our Empire …’
‘It is our pleasure that anyone who resists the measures in this
statute shall be subject to a capital penalty for daring to do so. And
let no-one consider the statute harsh, since there is at hand a ready
protection from danger in the observance of moderation…’
 Diocletian a
  religious
  conservative
 Traditional
  pantheon persisted
  and imperial cult
  reinforced
     Part of increased
      stress on centrality of
      emperor                   Diocletian and Jupiter, holding sceptres, sacrificing
   Link between divine         over altar
    favour and military
    victory especially
    important
   Actions against:
     Manichees (eastern dualist sect)
      ▪ D = in charge of the East; conflict with Persia
      ▪ Laws against Manichees in late 290s and 300s
     Christians
      ▪ 303-304: Great Persecution
      ▪ Initial attempt to root out Christians from army, bureaucracy and
        imperial household seems to have grown into general attempt to
        exterminate Christians
   Objections to these religions:
     Novelty
     Alien origins (esp. Manichees)
     Exclusivist opposition to traditional Roman religions/ morals
   But is it ‘persecution’ or ‘prosecution’?
   princeps => dominus
   Greater emphasis on ceremony,
    which is stage-managed:
     E.g. adventus – entry into a city
   Emperors wore diadems and             Audience hall, Diocletian’s palace, Split
    clothes embroidered with
    precious stones
   Only emperors allowed to wear
    purple cloth
   Emperors separated from
    people by a curtain before
    audiences
   Emperors lived in palaces
   Basilicas keep emperor as centre
    of attention / authority
                                           Constantine’s basilica, Trier
   304: D suffers serious illness
   304-5: Galerius persuades/ forces D and M to
    abdicate (in 305); both retire
   Galerius becomes Augustusi in east and
    Constantius I in west
     Severus and Maximin (both closely associated with
      Galerius) declared Caesars
     Constantine (son of Constantius I Chlorus) and
      Maxentius (son of Maximian) are ignored
    = TROUBLE
   D and M remain in touch and
    are consulted by Galerius
   M tries to return to power
    twice; suffers damnatio
    memoriae
   D urged to do the same:
     ‘If you could show the cabbage
      that I planted with my own hands
      to your emperor, he definitely
      wouldn't dare suggest that I
      replace the peace and happiness
      of this place with the storms of a
      never-satisfied greed’ (Aurelius
      Victor, Liber de Caesaribus 39.6)
   Specially-built for
    D’s retirement in
    Dalmatia (modern
    Croatia)
   A fortified site:
    compare to plans of
    Roman forts
   A luxury residence:
    compare to villas
   To what extent is the Tetrarchic system (solely)
    the work of Diocletian (and Maximian)?
     It barely outlasted D’s abdication...
   Is the Tetrarchy something radically new or
    simply an intensification of trends we have
    already witnessed, like the 3rd century crisis?
       Bureaucratisation
       Militarisation
       Exaltation of emperor
       Policing of deviance (move towards monotheism?)
   Read: Christopher Kelly (1994), ‘Late Roman
    Bureaucracy: Going through the files’, in A.
    Bowman and G. Woolf, eds., Literacy and power
    in the ancient world (Cambridge: Cambridge
    University Press), pp. 161-176. [uploaded to
    VITAL]

     In two week’s time we will look at the breakdown of
      the Tetrarchy, the short-lived ‘Second Tetrarchy’ and
      the success of Constantine and his Dynasty

Contenu connexe

Tendances

6.1 -The Roman Republic & Punic Wars
6.1 -The Roman Republic & Punic Wars6.1 -The Roman Republic & Punic Wars
6.1 -The Roman Republic & Punic WarsDan Ewert
 
6.3 - The Rise Of Christianity
6.3 - The Rise Of Christianity6.3 - The Rise Of Christianity
6.3 - The Rise Of ChristianityDan Ewert
 
Byzantine Empire
Byzantine EmpireByzantine Empire
Byzantine EmpireSam Georgi
 
Church in the Early Middle Ages
Church in the Early Middle AgesChurch in the Early Middle Ages
Church in the Early Middle Agesjauntingjen
 
The Byzantine Empire
The Byzantine EmpireThe Byzantine Empire
The Byzantine EmpireAMSimpson
 
The Byzantine Empire, Eastern Roman Empire
The Byzantine Empire, Eastern Roman EmpireThe Byzantine Empire, Eastern Roman Empire
The Byzantine Empire, Eastern Roman EmpirePinecrest Academy Nevada
 
Rome And Christianity
Rome And ChristianityRome And Christianity
Rome And Christianityjferrante
 
Role of the Medieval Roman Catholic Church
Role of the Medieval Roman Catholic ChurchRole of the Medieval Roman Catholic Church
Role of the Medieval Roman Catholic ChurchKimberly Simpson
 
Ancient Rome and the Rise of Christianity ppt
Ancient Rome and the Rise of Christianity pptAncient Rome and the Rise of Christianity ppt
Ancient Rome and the Rise of Christianity pptphillipgrogers
 
Diocletian & Constantine
Diocletian & ConstantineDiocletian & Constantine
Diocletian & ConstantineCoolGuy87
 
The reformation and wars of religion
The reformation and wars of religionThe reformation and wars of religion
The reformation and wars of religionDave Phillips
 
The rise and spread of christianity
The rise and spread of christianityThe rise and spread of christianity
The rise and spread of christianityjordanolsen
 
Ch.13 the great century
Ch.13  the great centuryCh.13  the great century
Ch.13 the great centurycsbssp
 

Tendances (20)

AP Enlightened Despotism
AP Enlightened DespotismAP Enlightened Despotism
AP Enlightened Despotism
 
6.1 -The Roman Republic & Punic Wars
6.1 -The Roman Republic & Punic Wars6.1 -The Roman Republic & Punic Wars
6.1 -The Roman Republic & Punic Wars
 
6.3 - The Rise Of Christianity
6.3 - The Rise Of Christianity6.3 - The Rise Of Christianity
6.3 - The Rise Of Christianity
 
Byzantine Empire
Byzantine EmpireByzantine Empire
Byzantine Empire
 
Protestant Reformation
Protestant ReformationProtestant Reformation
Protestant Reformation
 
PROTESTANT REFORMATION
PROTESTANT REFORMATIONPROTESTANT REFORMATION
PROTESTANT REFORMATION
 
Church in the Early Middle Ages
Church in the Early Middle AgesChurch in the Early Middle Ages
Church in the Early Middle Ages
 
The Byzantine Empire
The Byzantine EmpireThe Byzantine Empire
The Byzantine Empire
 
The Byzantine Empire, Eastern Roman Empire
The Byzantine Empire, Eastern Roman EmpireThe Byzantine Empire, Eastern Roman Empire
The Byzantine Empire, Eastern Roman Empire
 
Rome And Christianity
Rome And ChristianityRome And Christianity
Rome And Christianity
 
Role of the Medieval Roman Catholic Church
Role of the Medieval Roman Catholic ChurchRole of the Medieval Roman Catholic Church
Role of the Medieval Roman Catholic Church
 
Ancient Rome and the Rise of Christianity ppt
Ancient Rome and the Rise of Christianity pptAncient Rome and the Rise of Christianity ppt
Ancient Rome and the Rise of Christianity ppt
 
Byzantine Empire
Byzantine EmpireByzantine Empire
Byzantine Empire
 
Diocletian & Constantine
Diocletian & ConstantineDiocletian & Constantine
Diocletian & Constantine
 
Church History
Church HistoryChurch History
Church History
 
The reformation and wars of religion
The reformation and wars of religionThe reformation and wars of religion
The reformation and wars of religion
 
The rise and spread of christianity
The rise and spread of christianityThe rise and spread of christianity
The rise and spread of christianity
 
Reformation
ReformationReformation
Reformation
 
Ch.13 the great century
Ch.13  the great centuryCh.13  the great century
Ch.13 the great century
 
Brief hist of christianity
Brief hist of christianityBrief hist of christianity
Brief hist of christianity
 

Similaire à The Tetrarchy

Lecture 4 - The Later Roman Bureaucracy
Lecture 4 - The Later Roman BureaucracyLecture 4 - The Later Roman Bureaucracy
Lecture 4 - The Later Roman BureaucracyJamie Wood
 
The Antonines and the Severans
The Antonines and the SeveransThe Antonines and the Severans
The Antonines and the SeveransJamie Wood
 
The Fall of Rome
The Fall of RomeThe Fall of Rome
The Fall of Romemattbunn
 
Rome’s Emperors
Rome’s EmperorsRome’s Emperors
Rome’s EmperorsMr. Finnie
 
Rome from Empire to Demise_preview in the old era .pdf
Rome from Empire to Demise_preview in the old era .pdfRome from Empire to Demise_preview in the old era .pdf
Rome from Empire to Demise_preview in the old era .pdfclee63
 
Rome from Empire to Demise_preview in the old era .pdf
Rome from Empire to Demise_preview in the old era .pdfRome from Empire to Demise_preview in the old era .pdf
Rome from Empire to Demise_preview in the old era .pdfclee63
 
A) Analyze and fully explain how the Romans’ economy, politics, an.docx
A) Analyze and fully explain how the Romans’ economy, politics, an.docxA) Analyze and fully explain how the Romans’ economy, politics, an.docx
A) Analyze and fully explain how the Romans’ economy, politics, an.docxransayo
 
Holy War in East and West
Holy War in East and WestHoly War in East and West
Holy War in East and WestJamie Wood
 
The Third Century Crisis
The Third Century CrisisThe Third Century Crisis
The Third Century CrisisJamie Wood
 
THE HISTORY OF CHRISTIANITY.pptx
THE HISTORY OF CHRISTIANITY.pptxTHE HISTORY OF CHRISTIANITY.pptx
THE HISTORY OF CHRISTIANITY.pptxjosephvincent34
 
Chapter 6 Rome Part 4
Chapter 6 Rome Part 4Chapter 6 Rome Part 4
Chapter 6 Rome Part 4Sam Georgi
 
The roman empire
The roman empireThe roman empire
The roman empiremrsbudd
 
World History Unit3 Ancientrome And Christianity
World History Unit3 Ancientrome And ChristianityWorld History Unit3 Ancientrome And Christianity
World History Unit3 Ancientrome And ChristianityJoseph Florencio
 
Ancient Rome
Ancient Rome   Ancient Rome
Ancient Rome AmbManila
 

Similaire à The Tetrarchy (20)

Middle ages
Middle agesMiddle ages
Middle ages
 
Lecture 4 - The Later Roman Bureaucracy
Lecture 4 - The Later Roman BureaucracyLecture 4 - The Later Roman Bureaucracy
Lecture 4 - The Later Roman Bureaucracy
 
The Antonines and the Severans
The Antonines and the SeveransThe Antonines and the Severans
The Antonines and the Severans
 
Constantine in Rome
Constantine in RomeConstantine in Rome
Constantine in Rome
 
The Fall of Rome
The Fall of RomeThe Fall of Rome
The Fall of Rome
 
Rome
RomeRome
Rome
 
Ancient Rome
Ancient RomeAncient Rome
Ancient Rome
 
Rome’s Emperors
Rome’s EmperorsRome’s Emperors
Rome’s Emperors
 
Rome from Empire to Demise_preview in the old era .pdf
Rome from Empire to Demise_preview in the old era .pdfRome from Empire to Demise_preview in the old era .pdf
Rome from Empire to Demise_preview in the old era .pdf
 
Rome from Empire to Demise_preview in the old era .pdf
Rome from Empire to Demise_preview in the old era .pdfRome from Empire to Demise_preview in the old era .pdf
Rome from Empire to Demise_preview in the old era .pdf
 
A) Analyze and fully explain how the Romans’ economy, politics, an.docx
A) Analyze and fully explain how the Romans’ economy, politics, an.docxA) Analyze and fully explain how the Romans’ economy, politics, an.docx
A) Analyze and fully explain how the Romans’ economy, politics, an.docx
 
Holy War in East and West
Holy War in East and WestHoly War in East and West
Holy War in East and West
 
The Third Century Crisis
The Third Century CrisisThe Third Century Crisis
The Third Century Crisis
 
THE HISTORY OF CHRISTIANITY.pptx
THE HISTORY OF CHRISTIANITY.pptxTHE HISTORY OF CHRISTIANITY.pptx
THE HISTORY OF CHRISTIANITY.pptx
 
Chapter 6 Rome Part 4
Chapter 6 Rome Part 4Chapter 6 Rome Part 4
Chapter 6 Rome Part 4
 
The roman empire
The roman empireThe roman empire
The roman empire
 
Rome
RomeRome
Rome
 
The roman emperors
The roman emperorsThe roman emperors
The roman emperors
 
World History Unit3 Ancientrome And Christianity
World History Unit3 Ancientrome And ChristianityWorld History Unit3 Ancientrome And Christianity
World History Unit3 Ancientrome And Christianity
 
Ancient Rome
Ancient Rome   Ancient Rome
Ancient Rome
 

Plus de Jamie Wood

'Formative Spaces: Making Female Ascetics in Early Medieval Iberia'
'Formative Spaces: Making Female Ascetics in Early Medieval Iberia''Formative Spaces: Making Female Ascetics in Early Medieval Iberia'
'Formative Spaces: Making Female Ascetics in Early Medieval Iberia'Jamie Wood
 
Byzantine Spain: New Perspectives
Byzantine Spain: New PerspectivesByzantine Spain: New Perspectives
Byzantine Spain: New PerspectivesJamie Wood
 
Formative spaces: a brief introduction
Formative spaces: a brief introductionFormative spaces: a brief introduction
Formative spaces: a brief introductionJamie Wood
 
Making Digital History: students creating online learning objects at the Univ...
Making Digital History: students creating online learning objects at the Univ...Making Digital History: students creating online learning objects at the Univ...
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
 
Persecution, past and present: memorialising martyrdom in ninth century Córdoba
Persecution, past and present: memorialising martyrdom in ninth century CórdobaPersecution, past and present: memorialising martyrdom in ninth century Córdoba
Persecution, past and present: memorialising martyrdom in ninth century CórdobaJamie Wood
 
Workshop 6 - Conclusions
Workshop 6 - ConclusionsWorkshop 6 - Conclusions
Workshop 6 - ConclusionsJamie Wood
 
Workshop 5: Techniques II
Workshop 5: Techniques IIWorkshop 5: Techniques II
Workshop 5: Techniques IIJamie Wood
 
Workshop 1 (Introductions): Course design, active & e-learning
Workshop 1 (Introductions): Course design, active & e-learningWorkshop 1 (Introductions): Course design, active & e-learning
Workshop 1 (Introductions): Course design, active & e-learningJamie Wood
 
Developing student learning online in History: research, approaches and their...
Developing student learning online in History: research, approaches and their...Developing student learning online in History: research, approaches and their...
Developing student learning online in History: research, approaches and their...Jamie Wood
 
E-learning and history teaching in higher education
E-learning and history teaching in higher educationE-learning and history teaching in higher education
E-learning and history teaching in higher educationJamie Wood
 
Some (possibly) relevant projects at the University of Lincoln
Some (possibly) relevant projects at the University of LincolnSome (possibly) relevant projects at the University of Lincoln
Some (possibly) relevant projects at the University of LincolnJamie Wood
 
Teaching Medieval History: The E-Learning Landscape
Teaching Medieval History: The E-Learning LandscapeTeaching Medieval History: The E-Learning Landscape
Teaching Medieval History: The E-Learning LandscapeJamie Wood
 
Social media and e-learning in history teaching in UK HE – filling a gap?
Social media and e-learning in history teaching in UK HE – filling a gap?Social media and e-learning in history teaching in UK HE – filling a gap?
Social media and e-learning in history teaching in UK HE – filling a gap?Jamie Wood
 
Themes in the rise of Christianity
Themes in the rise of ChristianityThemes in the rise of Christianity
Themes in the rise of ChristianityJamie Wood
 
Fall of the Roman Empire
Fall of the Roman EmpireFall of the Roman Empire
Fall of the Roman EmpireJamie Wood
 
Barbarians and the Late Roman Army
Barbarians and the Late Roman ArmyBarbarians and the Late Roman Army
Barbarians and the Late Roman ArmyJamie Wood
 
Religion and the Roman Army
Religion and the Roman ArmyReligion and the Roman Army
Religion and the Roman ArmyJamie Wood
 
The Theodosian Dynasty
The Theodosian DynastyThe Theodosian Dynasty
The Theodosian DynastyJamie Wood
 
Rodney Stark’s Rise of Christianity – a summary
Rodney Stark’s Rise of Christianity – a summaryRodney Stark’s Rise of Christianity – a summary
Rodney Stark’s Rise of Christianity – a summaryJamie Wood
 
Benefits and drawbacks of Constantine’s conversion to Christianity
Benefits and drawbacks of Constantine’s conversion to ChristianityBenefits and drawbacks of Constantine’s conversion to Christianity
Benefits and drawbacks of Constantine’s conversion to ChristianityJamie Wood
 

Plus de Jamie Wood (20)

'Formative Spaces: Making Female Ascetics in Early Medieval Iberia'
'Formative Spaces: Making Female Ascetics in Early Medieval Iberia''Formative Spaces: Making Female Ascetics in Early Medieval Iberia'
'Formative Spaces: Making Female Ascetics in Early Medieval Iberia'
 
Byzantine Spain: New Perspectives
Byzantine Spain: New PerspectivesByzantine Spain: New Perspectives
Byzantine Spain: New Perspectives
 
Formative spaces: a brief introduction
Formative spaces: a brief introductionFormative spaces: a brief introduction
Formative spaces: a brief introduction
 
Making Digital History: students creating online learning objects at the Univ...
Making Digital History: students creating online learning objects at the Univ...Making Digital History: students creating online learning objects at the Univ...
Making Digital History: students creating online learning objects at the Univ...
 
Persecution, past and present: memorialising martyrdom in ninth century Córdoba
Persecution, past and present: memorialising martyrdom in ninth century CórdobaPersecution, past and present: memorialising martyrdom in ninth century Córdoba
Persecution, past and present: memorialising martyrdom in ninth century Córdoba
 
Workshop 6 - Conclusions
Workshop 6 - ConclusionsWorkshop 6 - Conclusions
Workshop 6 - Conclusions
 
Workshop 5: Techniques II
Workshop 5: Techniques IIWorkshop 5: Techniques II
Workshop 5: Techniques II
 
Workshop 1 (Introductions): Course design, active & e-learning
Workshop 1 (Introductions): Course design, active & e-learningWorkshop 1 (Introductions): Course design, active & e-learning
Workshop 1 (Introductions): Course design, active & e-learning
 
Developing student learning online in History: research, approaches and their...
Developing student learning online in History: research, approaches and their...Developing student learning online in History: research, approaches and their...
Developing student learning online in History: research, approaches and their...
 
E-learning and history teaching in higher education
E-learning and history teaching in higher educationE-learning and history teaching in higher education
E-learning and history teaching in higher education
 
Some (possibly) relevant projects at the University of Lincoln
Some (possibly) relevant projects at the University of LincolnSome (possibly) relevant projects at the University of Lincoln
Some (possibly) relevant projects at the University of Lincoln
 
Teaching Medieval History: The E-Learning Landscape
Teaching Medieval History: The E-Learning LandscapeTeaching Medieval History: The E-Learning Landscape
Teaching Medieval History: The E-Learning Landscape
 
Social media and e-learning in history teaching in UK HE – filling a gap?
Social media and e-learning in history teaching in UK HE – filling a gap?Social media and e-learning in history teaching in UK HE – filling a gap?
Social media and e-learning in history teaching in UK HE – filling a gap?
 
Themes in the rise of Christianity
Themes in the rise of ChristianityThemes in the rise of Christianity
Themes in the rise of Christianity
 
Fall of the Roman Empire
Fall of the Roman EmpireFall of the Roman Empire
Fall of the Roman Empire
 
Barbarians and the Late Roman Army
Barbarians and the Late Roman ArmyBarbarians and the Late Roman Army
Barbarians and the Late Roman Army
 
Religion and the Roman Army
Religion and the Roman ArmyReligion and the Roman Army
Religion and the Roman Army
 
The Theodosian Dynasty
The Theodosian DynastyThe Theodosian Dynasty
The Theodosian Dynasty
 
Rodney Stark’s Rise of Christianity – a summary
Rodney Stark’s Rise of Christianity – a summaryRodney Stark’s Rise of Christianity – a summary
Rodney Stark’s Rise of Christianity – a summary
 
Benefits and drawbacks of Constantine’s conversion to Christianity
Benefits and drawbacks of Constantine’s conversion to ChristianityBenefits and drawbacks of Constantine’s conversion to Christianity
Benefits and drawbacks of Constantine’s conversion to Christianity
 

Dernier

Application orientated numerical on hev.ppt
Application orientated numerical on hev.pptApplication orientated numerical on hev.ppt
Application orientated numerical on hev.pptRamjanShidvankar
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.MaryamAhmad92
 
Spellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseSpellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseAnaAcapella
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsMebane Rash
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfagholdier
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17Celine George
 
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxPooja Bhuva
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfSherif Taha
 
How to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptxHow to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptxCeline George
 
Understanding Accommodations and Modifications
Understanding  Accommodations and ModificationsUnderstanding  Accommodations and Modifications
Understanding Accommodations and ModificationsMJDuyan
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Pooja Bhuva
 
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxEsquimalt MFRC
 
Graduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - EnglishGraduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - Englishneillewis46
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxJisc
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxDenish Jangid
 
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptxSKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptxAmanpreet Kaur
 
Single or Multiple melodic lines structure
Single or Multiple melodic lines structureSingle or Multiple melodic lines structure
Single or Multiple melodic lines structuredhanjurrannsibayan2
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsKarakKing
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...Nguyen Thanh Tu Collection
 
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxHMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxmarlenawright1
 

Dernier (20)

Application orientated numerical on hev.ppt
Application orientated numerical on hev.pptApplication orientated numerical on hev.ppt
Application orientated numerical on hev.ppt
 
ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.ICT role in 21st century education and it's challenges.
ICT role in 21st century education and it's challenges.
 
Spellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please PractiseSpellings Wk 3 English CAPS CARES Please Practise
Spellings Wk 3 English CAPS CARES Please Practise
 
On National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan FellowsOn National Teacher Day, meet the 2024-25 Kenan Fellows
On National Teacher Day, meet the 2024-25 Kenan Fellows
 
Holdier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdfHoldier Curriculum Vitae (April 2024).pdf
Holdier Curriculum Vitae (April 2024).pdf
 
How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17How to Give a Domain for a Field in Odoo 17
How to Give a Domain for a Field in Odoo 17
 
Interdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptxInterdisciplinary_Insights_Data_Collection_Methods.pptx
Interdisciplinary_Insights_Data_Collection_Methods.pptx
 
Food safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdfFood safety_Challenges food safety laboratories_.pdf
Food safety_Challenges food safety laboratories_.pdf
 
How to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptxHow to setup Pycharm environment for Odoo 17.pptx
How to setup Pycharm environment for Odoo 17.pptx
 
Understanding Accommodations and Modifications
Understanding  Accommodations and ModificationsUnderstanding  Accommodations and Modifications
Understanding Accommodations and Modifications
 
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
Beyond_Borders_Understanding_Anime_and_Manga_Fandom_A_Comprehensive_Audience_...
 
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptxHMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
HMCS Max Bernays Pre-Deployment Brief (May 2024).pptx
 
Graduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - EnglishGraduate Outcomes Presentation Slides - English
Graduate Outcomes Presentation Slides - English
 
Towards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptxTowards a code of practice for AI in AT.pptx
Towards a code of practice for AI in AT.pptx
 
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptxBasic Civil Engineering first year Notes- Chapter 4 Building.pptx
Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
 
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptxSKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
SKILL OF INTRODUCING THE LESSON MICRO SKILLS.pptx
 
Single or Multiple melodic lines structure
Single or Multiple melodic lines structureSingle or Multiple melodic lines structure
Single or Multiple melodic lines structure
 
Salient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functionsSalient Features of India constitution especially power and functions
Salient Features of India constitution especially power and functions
 
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...
 
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptxHMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
 

The Tetrarchy

  • 1. Dr Jamie Wood Lecture 3; 12th October 2012
  • 2.
  • 3.
  • 4. To provide an overview of the main historical actors and events of the Tetrarchy  To focus on the figure and role of Diocletian  To pick out key themes of the Tetrarchic period  To assess the extent to which the Tetrarchy was a key turning point in history of later Roman Empire
  • 5. End of 3rd C crisis, rise of Diocletian and the Tetrarchy  Themes (1)  Administration/ bureaucracy  Military --------------------------------------------------  Groupwork: 3rd century historians  Themes (2)  Economy  Religion  Visual sources  Breakdown of the Tetrarchy  Conclusion
  • 6. Military  Diocletian defeats his rivals  Military reforms  Invasions cease (or are defeated)  Government  Development of new system: the Tetrarchy  Sharing of power  Reorganisation of bureaucracy and administration  Economic reforms
  • 7. Ends ‘crisis’ of 3rd century  End of the principate (princeps) and beginning of the dominate (dominus)  Last great ‘persecution’ of Christians  A new era: the start of ‘modern’ history?
  • 8.  Originally Diocles  From low-status family in Dalmatia (modern Croatia)  Rose from ranks  Cavalry commander under Carus (282-3) and his son Numerian (282-4)  Succeeds on Numerian’s death and kills Aper (praetorian prefect and his rival) in full view of army at Nicomedia
  • 9. This man [= Diocletian] then, having ascended the tribunal was hailed as Augustus, and when someone asked how Numerian had been slain, he drew his sword and pointing to Aper, the prefect of the guard, he drove it through him, saying as he did so, “It is he who contrived Numerian's death”. So Aper, a man who lived an evil life and in accordance with vicious counsels, met with the end that his ways deserved. My grandfather used to relate that he was present at this assembly when Aper was slain by the hand of Diocletian; and he used to say that Diocletian, after slaying him, shouted, “Well may you boast, Aper, ‘Tis by the hand of the mighty Aeneas you perish.’ (Aeneid, x.830)”
  • 10. 284: death of Numerian; D acclaimed Augustus  285: defeat of Carinus (N’s brother); Maximian, fellow army officer appointed Caesar  286: Maximian appointed Augustus  293: Tetrarchy begins
  • 11. Established by Diocletian and Maximian in 293:  Galerius and Constantius I Chlorus appointed Caesares  Rule of four  from Greek: four (tetra) and rule (arch)  Division of empire into east and west, with sub- division in each  Lasted (with changes of personnel) until ca. 313 when civil war left Constantine I in west and Licinius in east
  • 12.
  • 13.
  • 14.
  • 15.
  • 16. Diocletian Maximian Galerius Constantius I Chlorus
  • 17. Small imperial administrative system of early empire  Change in the cities  Civic system in earlier empire  Tax raising and tax farming  Euergetism
  • 18. Keith Hopkins (‘Conquest By Book’, in Beard et al. (eds.), Literacy in the Roman World, JRA Supplement 3; Ann Arbor, 1991) argued that writing, like money, was a medium of exchange – in information and knowledge – which helped to unify Empire  Emergence of legal and documentary culture as the Roman Empire expanded  Resultant process of professionalization and bureaucratization (as we have already seen)
  • 19. Chain of command linked civil administrators directly to emperor (via councils/ departments)  Professionalised hierarchy with elaborate system of honours  Each province has separate civil and military administration (secret service developed)  Increases number of provinces (50 -> 100)  Number of officials increased (15k -> 30k)  System of taxation developed to meet costs of increased administration
  • 20. ‘In his greed and anxiety he [Diocletian] turned the whole world upside down. He appointed three men to share his rule, dividing the world into four parts and multiplying the armies, since each of the four strove to have a far larger number of troops than previous emperors had had when they were governing the state alone. The number of recipients began to exceed the number of contributors by so much that, with farmers’ resources exhausted by the enormous requisitions , fields became deserted and cultivated land was turned into forest. To ensure terror was universal, provinces too were cut into fragments; many governors and even more officials were imposed on individual regions, almost on individual cities, and to these were added numerous accountants, controllers, and prefects’ deputies. The activities of all these people were very rarely civil; they engaged only in repeated condemnations and confiscations, and in exacting endless resources – and the exactions were not just frequent, they were incessant, and involved insupportable injustices. And how could the arrangements for raising soldiers be endured?’
  • 21. Increased size of army  Renewed border defences  Developed mobile field army (comitatenses)  Military commands made smaller  Military and administrative offices separated  Clear chain of command developed (focussed on emperor)  Taxes raised to pay for increased military
  • 22.
  • 23. “By the forethought of Diocletian, the frontiers of the empire everywhere were covered, as I have stated, with cities, garrisons and fortifications which housed the whole army. Consequently, it was impossible for the barbarians to cross the frontier because they were confronted at every point by forces capable of resisting their attacks.”  Z goes on to criticise Constantine for abandoning this system
  • 24.  Mid 280s: Carausius appointed to clear pirates from English Channel; successful but then leads breakaway in Britain and northern Gaul with support of legions there Carausius  293: Constantius I Chlorus appointed Caesar to take back N. Gaul and Britain  293-296: gradual success; Carausius replaced by Allectus, who is restricted to Britain  296: reconquest of Britain Allectus
  • 25. 25
  • 26. 1. Cassius Dio’s Roman History 2. Historia Augusta 3. Herodian In your group prepare a short presentation that provides the following information about your source  Date of composition (esp. in relation to events described)  Author(s) (who they are, where they are from)  What it’s about (e.g. recurrent themes/ topics)  Issues (e.g. viewpoint or biases of the author/ history of the source’s transmission or survival) One member of the group needs to write this up into a short (readable) summary which I will type up and add to the PowerPoint slides on VITAL.
  • 27. ca. 164-229 AD (at least that is when he stops writing)  Wrote 80 volumes of his Roman History covering 1400 years from Aeneas and the foundation of Rome to 229 AD. It is written in Attic Greek.  It survives mainly as extracts in later works by other people (i.e. is fragmentary)  Dio served as a senator under Commodus and was consul under Severus Alexander: so he has an elite viewpoint  Religion is a strong theme. He places a lot of importance on the supernatural. His first work, written before the History, was about dreams and portents. However there is no mention of Christianity. Did it not matter to him?  Dio spent 10 years researching and 12 years writing – he had a lot of sources to draw on
  • 28.
  • 29.
  • 30.  New weights and denominations  Maintenance of bi- metallic system  Differential effect in east (more economically developed) and west  Seems to have provoked rise in cost of living; but rise in benefactions
  • 31. ‘If the excesses perpetrated by persons of unlimited and frenzied avarice could be checked by some self-restraint – this avarice which rushes for gain and profit with no thought for mankind … the situation could perhaps be faced with dissembling and silence, with the hope that human forbearance might alleviate the cruel and pitiable situation. But the only desire of these uncontrolled madmen is to have no thought for the common need.’ ‘ We hasten, therefore, to apply the remedies long demanded by the situation, satisfied that no-one can complain that our intervention with regulations is untimely or unnecessary, trivial or unimportant.’ ‘It is our pleasure, therefore, that the prices listed in the subjoined schedule be held in observance in the whole of our Empire …’ ‘It is our pleasure that anyone who resists the measures in this statute shall be subject to a capital penalty for daring to do so. And let no-one consider the statute harsh, since there is at hand a ready protection from danger in the observance of moderation…’
  • 32.
  • 33.  Diocletian a religious conservative  Traditional pantheon persisted and imperial cult reinforced  Part of increased stress on centrality of emperor Diocletian and Jupiter, holding sceptres, sacrificing  Link between divine over altar favour and military victory especially important
  • 34. Actions against:  Manichees (eastern dualist sect) ▪ D = in charge of the East; conflict with Persia ▪ Laws against Manichees in late 290s and 300s  Christians ▪ 303-304: Great Persecution ▪ Initial attempt to root out Christians from army, bureaucracy and imperial household seems to have grown into general attempt to exterminate Christians  Objections to these religions:  Novelty  Alien origins (esp. Manichees)  Exclusivist opposition to traditional Roman religions/ morals  But is it ‘persecution’ or ‘prosecution’?
  • 35. princeps => dominus  Greater emphasis on ceremony, which is stage-managed:  E.g. adventus – entry into a city  Emperors wore diadems and Audience hall, Diocletian’s palace, Split clothes embroidered with precious stones  Only emperors allowed to wear purple cloth  Emperors separated from people by a curtain before audiences  Emperors lived in palaces  Basilicas keep emperor as centre of attention / authority Constantine’s basilica, Trier
  • 36. 304: D suffers serious illness  304-5: Galerius persuades/ forces D and M to abdicate (in 305); both retire  Galerius becomes Augustusi in east and Constantius I in west  Severus and Maximin (both closely associated with Galerius) declared Caesars  Constantine (son of Constantius I Chlorus) and Maxentius (son of Maximian) are ignored = TROUBLE
  • 37.
  • 38. D and M remain in touch and are consulted by Galerius  M tries to return to power twice; suffers damnatio memoriae  D urged to do the same:  ‘If you could show the cabbage that I planted with my own hands to your emperor, he definitely wouldn't dare suggest that I replace the peace and happiness of this place with the storms of a never-satisfied greed’ (Aurelius Victor, Liber de Caesaribus 39.6)
  • 39. Specially-built for D’s retirement in Dalmatia (modern Croatia)  A fortified site: compare to plans of Roman forts  A luxury residence: compare to villas
  • 40.
  • 41.
  • 42. To what extent is the Tetrarchic system (solely) the work of Diocletian (and Maximian)?  It barely outlasted D’s abdication...  Is the Tetrarchy something radically new or simply an intensification of trends we have already witnessed, like the 3rd century crisis?  Bureaucratisation  Militarisation  Exaltation of emperor  Policing of deviance (move towards monotheism?)
  • 43. Read: Christopher Kelly (1994), ‘Late Roman Bureaucracy: Going through the files’, in A. Bowman and G. Woolf, eds., Literacy and power in the ancient world (Cambridge: Cambridge University Press), pp. 161-176. [uploaded to VITAL]  In two week’s time we will look at the breakdown of the Tetrarchy, the short-lived ‘Second Tetrarchy’ and the success of Constantine and his Dynasty