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| | [No title] (Site not responding. Last check: 2007-10-27) |
 | | By and large, a picture emerges of a strong distinction between the student, who perforce does not already have the knowledge the poet wishes to impart, and an implied reader, to whom the poet appeals as an ally against the recalcitrant student, whether or not the reader is represented as already in the know. |
 | | These are the possibility of learning, the tension between didactic and aesthetic aims, the effects of historicism in confronting well-known addressees such as Caesar, and the internal split that leads again and again to a proliferation of categories. |
 | | The absence of Perses also matters, and she argues that Perses disappears precisely when the lesson becomes too hard: he may finally accept a life of justice and labor, but the further lesson of the imponderability of human life is presented not to him, but to the "ideal listener, O(PANA/RISTOS" (33). |
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