Attic Calendar - Local Focus of The System

Local Focus of The System

The Attic calendar was an exclusively local phenomenon, used to regulate the internal affairs of the Athenians and with little relevance to the outside world. For example, just across the border in Boeotia not only did the months have different names, but the year began in mid-winter. In Athens the year began six months later, just after mid-summer. Furthermore, while Greek months were supposed to begin with the first sighting of the new moon, this was determined locally and with a degree of variability. In many years the months in the two communities would have more or less coincided, but there is no sign that they tried to keep the days of the month exactly aligned: they would have seen no reason to do so.

The divide between these neighbouring calendars perhaps reflected the traditional hostility between the two communities. Had the Boeotians been speakers of an Ionic dialect, like that spoken in Athens, there would have been overlap in the names of months. An example of this is the Ionian island of Delos, where the calendar shared four out of twelve month names with Athens, but not in the same places in the year. There, even though the island was under some degree of Athenian control from around 479 to 314 BC, the year started, as with the Boeotians, at midwinter.

Read more about this topic:  Attic Calendar

Famous quotes containing the words local, focus and/or system:

    Reporters for tabloid newspapers beat a path to the park entrance each summer when the national convention of nudists is held, but the cult’s requirement that visitors disrobe is an obstacle to complete coverage of nudist news. Local residents interested in the nudist movement but as yet unwilling to affiliate make observations from rowboats in Great Egg Harbor River.
    —For the State of New Jersey, U.S. public relief program (1935-1943)

    If we focus exclusively on teaching our children to read, write, spell, and count in their first years of life, we turn our homes into extensions of school and turn bringing up a child into an exercise in curriculum development. We should be parents first and teachers of academic skills second.
    Neil Kurshan (20th century)

    If mothers are to be successful in achieving their child-rearing goals, they must have the inner freedom to find their own value system and within that system to find what is acceptable to them and what is not. This means leaving behind the anxiety, but also the security, of simplistic good-bad formulations and deciding for themselves what they want to teach their children.
    Elaine Heffner (20th century)