Thearion: Paul Hollywood of Ancient Athens

My scholarly interests have recently begun to drift the way of my stomach, leading to more time spent thinking about ancient bread. About a year ago I delivered a paper at the Classical Association of the Middle-West and South annual meeting that looked at bread in the public food-scape of the Greek city, concluding, among other things, that most of the labor was done by women and non-citizens, both free and enslaved. Meanwhile the celebrated baker of Ancient Athens, credited with training a generation of bakers and introducing large bread ovens was a man named Thearion.

(The introduction to the paper is available here.)

Plato’s Gorgias (518B–518c) mentions Thearion at a point where Socrates is dismantling the idea that food can train the body for gymnastics:

As if, when being asked with regard to gymnastics who were or are good trainers of the body, you say to me in all earnestness, “Thearion the baker, Mithaecus the author of a book on Sicilian cooking, and Sarambus the tavern-keeper, these have all shown themselves to be marvelous attendants of the body, the one by preparing marvelous loaves, the next opson, the third wine.” Equally you might be aggrieved if I were to say to you: “Sir, you know nothing about gymnastics: you speak to me of servants, providers for the appetites of human beings, but without any right and proper understanding of [those appetites], those men who first fatten and fill human bodies to great applause and then wipe away even their original flesh.

ὥσπερ ἂν εἰ περὶ τὰ γυμναστικὰ ἐμοῦ ἐρωτῶντος οἵτινες ἀγαθοὶ γεγόνασιν ἢ εἰσὶν σωμάτων θεραπευταί, ἔλεγές μοι πάνυ σπουδάζων, Θεραίων ὁ ἀρτοκόπος καὶ Μίθαικος ὁ τὴν ὀψοποιίαν συγγεγραφὼς τὴν Σικελικὴν καὶ Σάραμβος ὁ κάπελος, ὅτι οὗτοι θαυμάσιοι γεγόνασιν σωμάτων θεραπευταί, ὁ μὲν ἄρτους θαυμαστοὺς παρασκευάζων, ὁ δὲ ὄψον, ὁ δὲ οἶνον. ἴσως ἂν οὖν ἠγανάκτεις, εἲ σοι ἔλεγον ἐγὼ ὅτι Ἄνθρωπε, ἐπαίεις οὐδὲν περὶ γυμναστικῆς: διακόμενους μοι λέγεις καὶ ἐπιθυμιῶν παρασκευαστὰς ἀνθρώπους, οὐκ ἐπαίοντας καλὸν κἀγαθὸν οὐδὲν περὶ αὐτῶν, οἵ, ἂν οὕτω τύχωσιν, ἐμπλήσαντες καὶ παχύωαντες τὰ σώματα τῶν ἀνθρώπων, ἐπαινούμενοι ὑπ᾽ αὐτῶν, προσαπολοῦσιν αὐτῶν καὶ τὰς ἀρχαίας σάρκας.

Athenaeus’ Deipnosophistae (3.78) includes several fragmentary references to Thearion, including a clipped section of Plato’s Gorgias that inverts Socrates’ point.

Antiphanes also recalls the Attic loaves as particularly excellent, thus in the Omphale:

How could one of good birth
Be able to come out from such a chamber,
Looking upon these white-bodied loaves
Fill the oven close-packed in the passage
And seeing them, form shapes in covered vessels
Copied by Attic hands, who Thearion
Trained for the common people.

[Note: I struggled to reconcile δημόταις, settling on something akin to “for the public good.”]

τῶν δ᾽ Ἀττικῶν ἄρτων ὡς διαφόρων μνημονεύει καὶ Ἀντιφάνης ἐν Ὀμφάλῃ οὕτως:
πῶς γὰρ ἄν τις εὐγενὴς γεγὼς
δύναιτ᾽ ἂν ἐξελθεῖν ποτ᾽ ἐκ τῆσδε στέγης,
ὁρῶν μὲν ἄρτους τούσδε λευκοσωμάτους
ἰπνὸν κατέχοντας ἐν πυκναῖς διεξόδοις,
ὁρῶν δὲ μορφὴν κριβάνοις ἠλλαγμένους,
μίμημα χειρὸς Ἀττικῆς, οὓς δημόταις
Θεαρίων ἔδειξεν.

The passage continues:

This is that Thearion the bread maker whom Plato recalls in the Gorgias and along with him Mithaicus, writing so: “about those who were or are good trainers of the body, you say to me in all earnestness, “Thearion the baker, Mithaecus the author of a book on Sicilian cooking, and Sarambus the tavern-keeper, these have all shown themselves to be marvelous attendants of the body, the one by preparing marvelous loaves, the next opson, the third wine.” And thus Aristophanes in his Gerytades and Aeolosicon:

“I come, having left Thearion’s bakeshop,
where is the abode of the cookwares.”

οὗτός ἐστι Θεαρίων ὁ ἀρτοποιός, οὗ μνημονεύει Πλάτων ἐν Γοργίᾳ συγκαταλέγων αὐτῷ καὶ Μίθαικον οὗτως γράφων οἵτινες ἀγαθοι γεγόνασιν ἢ εἰσὶ σωμάτων θεραπευταὶ ἔλεγές μοι πάνυ σπουδάζων, Θεραίων ὁ ἀρτοκόπος καὶ Μίθαικος ὁ τὴν ὀψοποιίαν συγγεγραφὼς τὴν Σικελικὴν καὶ Σάραμβος ὁ κάπελος, ὅτι οὗτοι θαυμάσιοι γεγόνασιν σωμάτων θεραπευταί, ὁ μὲν ἄρτους θαυμαστοὺς παρασκευάζων, ὁ δὲ ὄψον, ὁ δὲ οἶνον. καὶ Ἀριστοφάνης ἐν Γηρυστάδῃ καὶ Αἰολοσίκωνι διὰ τούτων:

ἥκω Θεαρίωνος ἀρτοπώλιον
λιπών, ἵν᾽ ἐστὶ κριβάνων ἑδώλια.

Further Reading:
A. Dalby, Food in the Ancient World From A to Z (Routledge 2003), 325.

Image result for paul hollywood
Paul Hollywood, judge on the Great British Baking Show

A list of my favorite Fantasy and Sci-Fi Novels (2020 edition)

Individual Novels

This category is dedicated to books as standalone books that may or may not be part of a longer series of books. The dividing line for this list was whether I thought you could read just the one book from a series as a self-contained story. If the answer was no, then the series likely appears below. As with my list of favorite novels, this is both recommendation and not. The list is a product of personal taste and dim memory of when I read these books, which often speaks as much to who I was when I read them as to the overall quality.

Tier 3
27. The Redemption of Althalus, David and Leigh Eddings (2000)
26. The Armored Saint, Myke Cole (2018)
25. Ancillary Justice, Ann Leckie (2013)
24. Old Man’s War, John Scalzi (2005)
23. Throne of the Crescent Moon, Saladin Ahmed (2012)
22. Inverted World, Christopher Priest (1974)
21. Foundation, Isaac Asimov (1951)
20. The Postmortal, Drew Magary (2011)
19. Neuromancer, William Gibson
18. The Tombs of Atuan, Ursula K. Le Guin
17. Ender’s Game, Orson Scott Card (1985)

Tier 2
16. A Darker Shade of Magic, V.E. Schwab (2015)
15. Ilium, Dan Simmons (2003)
14. The Three-Body Problem, Cixin Liu (2008)
13. The Lies of Locke Lamora, Scott Lynch (2007)
12. The Grace of Kings, Ken Liu (2015)
11. Left Hand of Darkness, Ursula K. Le Guin (1969)
10. Snowcrash, Neal Stephenson (1992)
9. Dune, Frank Herbert (1965)
8. Starmaker, Olaf Stapledon (1937)
7. Ocean at the End of the Lane, Neil Gaimon (2013)

Tier 1
6. The Fifth Season, N.K. Jemison (2015)
5. Hyperion, Dan Simmons (1989)
4. The Dispossessed, Ursula K. Le Guin (1974)
2. Good Omens, Terry Pratchett and Neil Gaimon (1990)
1. American Gods, Neil Gaimon (2001)


This category is dedicated to fantasy books that I think of as series rather than as individual books. These series range from three to fourteen books. Not all of the series are complete and in fact my top two and four of my top ten are as-yet incomplete. The only caveat to this list is that I have to have read all of the books in the series that are out, which eliminates series of books that I quite enjoyed, including some of the books on the above list.

Tier 3
14. Star Wars: X-Wing, various authors
13. Earthsea, Ursula K. Le Guin
12. Kushiel’s Legacy, Jacqueline Carey
11. Tao Trilogy, Wesley Chu

Tier 2
10. Mistborn, Brandon Sanderson
9. Farseer Trilogy, Robin Hobb
8. Dandelion Dynasty, Ken Liu
7. The Wheel of Time, Robert Jordan/Brandon Sanderson
6. Liveship Traders, Robin Hobb
5. Stormlight Archive, Brandon Sanderson

Tier 1
4. Lord of the Rings, J.R.R. Tolkien
3. Broken Earth, N.K. Jemisin
2. A Song of Ice and Fire, George R.R. Martin
1. Kingkiller Chronicles, Patrick Rothfuss

RIP Oscar

When I met my partner nearly a decade ago she had three black cats, brothers that she had rescued from a poor situation. (I never knew the fourth brother.) Star was a one person cat and did not like me. Rupert was large and loud and generally okay. Then there was Oscar. By the time we moved in together Star and Rupert had passed away, leaving the old man Oscar to be joined by two girls, Billie and Libby––they’re not young anymore, but I still think of them as kittens.

Oscar passed away Monday morning, just shy of his 18th birthday.

Despite being the clumsiest cat I have ever seen and his fondness for eating string and ribbon, and therefore for chewing on shoelaces, Oscar was also the best cat. He was gentle and friendly and cuddly and was ready to purr at the drop of a hat. His back legs haven’t been working well recently and he’s lost a lot of weight, requiring twice-daily pills thyroid medication, but he didn’t run from pills and certainly didn’t hold it against you for giving it to him.

We transitioned to working from home this week and doing so without Oscar around has made the change all the more difficult. Our new normal would have been his dream and while we do have the other two cats it just isn’t the same. RIP Oscar.

Notes from Corona Campus

When I received the news that I had the weekend to take my classes online, I started out reading the tidal wave of well-meaning advice for teaching online and then promptly sat on my hands other than to complete step one below. I went to the grocery store to buy cheese and flour and alcohol. Then I went again to get beans and pasta. Then I baked bread and decided that I should probably stock up on more flour, so I went back, by which time the flour shelves were empty and I resigned myself to the fifteen pounds already on my shelves.

After a few days of doing nothing, I settled down and started prepping. Work with a clear purpose calms me, so I let myself get lost in the cycle of filming, emailing, teaching, and grading until getting caught up last night. Somewhere in this process I think I found a replicable routine to carry us through the rest of the semester. Research comes next.

These are not recommendations, but documentation of the steps I took for my classes at the two institutions where I work, each with slightly different mandates and instructions.

First, I contacted my students in every class, letting them know a few pieces of information: 1) that these are extraordinary circumstances and I will be as flexible as possible so that they can both take care of themselves and complete the class; 2) establishing a timeline for additional updates and expectations; 3) letting them know that I am available to talk, including about non-class things. Then I sent them a cat picture.

This is a step I have repeated frequently since, giving updates and reiterating that I am aiming to be as flexible and present as possible and that I have an unending stream of cat pictures. One of the problems with online education is that students do not feel connected to the class and lose motivation to keep up with the work, which is one reason that communication is so important. Consider this one a recommendation.

Second, I prepared my materials to go online. My classes are reasonably well set up for a digital transformation in that I already make extensive use of LMS platforms to distribute everything from assignments to handouts to readings to collecting assignments and use OER readings to reduce the cost to students. In some courses my students keep a blog. In other words, my usual workflow for the course made this part of the transition basically painless, though I have also been building up discussion boards and other functionality for asynchronous aspects of the course.

Third, I started filming. Until a few weeks ago my Twitter bio read “eagerly awaiting the pivot past video,” and while I still hold to this sentiment, I am learning to love looking at my face on the screen because any information I would provide in a lecture is being delivered by videos that the students can watch when they have time. My videos are still on the long side, usually running in the 20–25 minute range, with two videos roughly covering the material from one lecture class, and they are very much an emergency measure: aside from checking clarity I am not editing these at all and have barely modified content to allow activities in the middle of the lecture.

There are lots of tools available for making videos and I know some intrepid professors who have made Youtube channels for their classes. For my part, I am just recording a Zoom meeting with the slides shared, saving the video to my computer, and uploading it with the slide show and supplemental readings to the course site.

Fourth, I am still holding synchronous classes. I say this with some trepidation given the wisdom of the best practices pedagogy people online, but I am doing it anyway––and only in part because one of the schools where I teach asked me to do so. (I should also note that my largest class this semester is c.25.) Here is my rationale: my students didn’t sign up to take an online class and given the very real concerns about motivation to stay engaged, some of which my students brought to me, I think there is value in continuing to hold synchronous sessions for anyone able to make it. Keeping a regular routine is something that I know helps me.

However, these synchronous sessions are not the same as normal class. As noted above, I am pre-recording any and all lectures, because I cannot think of anything more boring than asking students to tune in to watch my face talk at them real-time and, as I said, my primary concern here is engagement. Instead, I am adding a couple slides to my presentations, one that has some discussion questions for the students to prepare and another with an activity with “big scavenger hunt energy” (with apologies to the person on Twitter who framed online courses that way).

In the synchronous sessions I can answer questions about the lecture, engage students with the discussion questions, and talk about what they found or created. In other classes I have been able to use a Zoom function (that is apparently not available for all accounts) of breakout rooms to let the students do activities in small groups before coming back to the main room to share what they came up with. In another instance, I was able to invite a guest speaker whose book the students read to come in and talk to them about writing, the book, and related issues, and I rather hope that I can do something like that again.

Is any of this ideal? Absolutely not, but I am hoping that for some students our time can serve as a pocket of normalcy amid the storm and allow them to feel connected to the course. Equally, if not more, important, this change to the workflow of the course gives clear pathways to alternate participation through submitting me their answers to the questions and their activities or participation on discussion boards. in the spirit of flexibility, I am aiming for a blended synchronous/asynchronous course with the purpose of maximizing engagement while not leaving anyone behind.

Fifth, and finally, although I am adding activities and supplemental material like videos, documents, and podcasts, I am not adding new assignments. (I have heard of professors doing this, presumably in a panic-move to “encourage” engagement.) Like holding the usual class sessions, my goal is to keep to syllabus while retooling the assignments to account for the changed circumstance (e.g. no access to library books). Once again, this is made easier because of the structure of my courses where I use regular, low-stakes, online, at-home quizzes where I encourage students to do retake the assessment until they are satisfied with their grades (which also means learning the material) and assign take-home rather than in-class exams. To account for the new circumstances, I am also maintaining maximum flexibility, turning due dates into suggested benchmarks rather deadlines and giving students until the end of the class to turn in any revised material.

None of this is perfect: these are emergency measures and many of the particulars are still in flux as I respond to requests and suggestions from students. That said, one week in, I am satisfied that I now have a viable workflow on my end that will help me meet my course goals and maximize student engagement under the circumstances.

The Missing Course

David Gooblar’s The Missing Course offers a simple, but radical thesis: that improving college teaching requires shifting the mindset about what the product is the professor offers. It is easy to think that your product is your expertise in your content area, honed through years of study. Institutional structures in PhD programs and promotion standards reinforce this belief from one end, while, on the other, there is a temptation to think that the transaction the students are paying for is to have knowledge transmitted to them by a world renowned expert (you).

However, speaking as someone who took classes from some exceptional lecturers and loves the feeling of one of his own lectures landing with an audience: even the most inspiring lecturer will not connect with every student. Gooblar’s proposal follows in the vein of recent scholarship on teaching and learning that encourages teachers to eschew lectures in favor of shades of active learning, but with a critical addition: that the product is not the content, but the student.

This proposal seems obvious, but it also requires foundational changes in class design and assessment and simply bypassed the handwringing about why students aren’t capable of picking up the subtle themes and brilliant observations about life and everything. As Gooblar opens with in chapter one, is that you can’t make someone learn, so the challenge is finding ways to encourage learning beyond the punitive threat of a poor grade. The lecture works well, if still imperfectly, for students who are already interested in learning, but it works best as a gateway drug––a taste that prompts students to go out and get more. That is, the lecture works well for students who approach it as part of an active learning process. But too many others approach the lecture as something to passively receive, learn by rote, and regurgitate as best they are able on the test.

Each of The Missing Courses’ eight chapters approach a different aspect of this teaching, from the basic course design to assignments, to classroom activities, with practical, actionable suggestions to try. There are too many points to summarize here, but I found myself happy to find practices I use in my own classes like low-stakes weekly quizzes and extensive opportunities to revise assignments among his suggestions and still found myself jotting down new ideas.

As a history professor who believes in the importance of teaching writing across the curriculum, I was particularly excited to have suggestions from a professor of writing and rhetoric about how to encourage best practices in citations. For instance, he provides the most lucid explanation I have seen of why students struggle to cite secondary scholarship and will often only do so when citing direct quotes:

“To write a summary, the student must read the whole text (perhaps multiple times), think deeply about the most important aspects, and synthesize observations into a concise rendering of the text’s substance”

In other words: using secondary scholarship is hard and intimidating (what if you get it wrong!), where citing a quote is easy. I couldn’t tell you where I learned how to cite scholarship. I don’t remember being taught how at any point, it was just something I picked up by osmosis, so I very much appreciated seeing Gooblar’s suggestions on activities that can help teach these skills.

All of Gooblar’s suggestions come back to the student as the course material. Toward that end, he emphasizes the importance of respecting students as individuals even, or perhaps especially, when they are failing the course, and of facilitating the classroom as a community where not only are students and their ideas respected, but students may also help each other grow.

At this point you might be thinking, what about the content? If the students are taking a course on World History, shouldn’t they, you know, learn about World History? Of course the answer is yes, but, speaking from experience, thinking in terms of coverage is a trap. I tell my students in these classes that every class period (and usually every slide) could be a semester-long class course of its own, meaning that we only ever scratch the surface. Which is going to be more beneficial to the student in the long run: making sure that we spend ten minutes in a lecture talking about the Tibetan Empire of the second half of the first millennium CE, which is admittedly fascinating, or redirecting that time to primary source analysis, discussion, debate, practice summarizing and engaging with sources, or any of a myriad of other active learning techniques. Some of these are harder when teaching introductory courses where it seems like the students don’t have enough background to engage at the level you want and lectures are sometimes a necessary component of the class, but incorporating active learning into the course offers significant rewards.

Toward the end of the book, Gooblar turns his attention to how to teach in the modern, tumultuous world. I jotted a brief response thread on Twitter, but wanted to spotlight it again here. College professors are often accused of trying to indoctrinate their students into radical Marxism or the like. While American college professors do tend to be more liberal than conservative, the largest number actually self-classify as moderate. Further, the recent primary results have demonstrated that the Democratic party remains a big-tent coalition, while the Republican party, which has accelerated attacks on funding for higher education in recent years, has veered further right. The political doesn’t end at the classroom door and to pretend otherwise is naive.

As a history teacher I run into these problems with regularity and, to be honest believe that I can and should better handle them. Ancient Greek democracy was made possible by both exclusion (narrow participation that did not include women) and exploitation (Athens had many times the number of enslaved people as it did citizens). The spread of religions was at different points a blood-soaked process, Christianity included, and European colonization amounted to exploitation and indoctrination at best and either incidental or intentional genocide and ethnic cleansing at worst. And for all that I find history endlessly fascinating.

Gooblar suggests a similar approach to the one I’ve adopted, which is to “take seriously the equality of our students and the inequality of the world,” while placing an emphasis on process. There are some premises that I will not tolerate in my classroom, including endorsement of slavery, racism, sexism, and other forms of bigotry, but I also believe that there is room for students to argue for the virtue of, for instance, Athenian democracy and capitalism so long as their arguments are based on good use of available sources and I build time into the class period to have students practice these skills.

One of the virtues of a college classroom should giving students space to debate issues in a responsible and respectful manner: disagreements are okay, bullying is not.

The limiting factor in college teaching is not knowledge, but attention. Becoming a good teacher requires practice and cultivation, just like developing any other skill. Fortunately for anyone interested in improving their skill, we are currently living in a golden age of publications on teaching and learning. I haven’t finished everything on the list of resources I solicited a few years back, but The Missing Course is already my go-to recommendation for a place to start.