Aristotle's claim that natural slaves do not possess autonomous rationality (Pol. 1.5, 1254b20-23) cannot plausibly be interpreted in an unrestricted sense, since this would conflict with what Aristotle knew about nonGreek societies. Aristotle's argument requires only a lack of autonomous practical rationality. An impairment of the capacity for integrated practical deliberation, resulting from an environmentally induced excess or deficiency in thumos (Pol. 7.7, 1327b18-31), would be sufficient to make natural slaves incapable of eudaimonia without being obtrusively implausible relative to what Aristotle is likely to have believed about non-Greeks. Since Aristotle seems to have believed that the existence of people who can be enslaved without injustice is a hypothetical necessity, if those capable of eudaimonia are to achieve it, the existence of natural slaves has implications for our understanding of Aristotle's natural teleology.

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This paper analyses the history of the scheme aition, sunekhon, krinomenon in the rhetorical theory of stasis (issue-theory). The role of this scheme in the theory of Hermagoras of Temnos is reconstructed; it is shown that successive changes of position in Cicero's theoretical writings reflect the breakdown of Hermagoras' system. Responses to this breakdown in a number of later rhetoricians, including Quintilian, Lollianus and Minucianus, are discussed; Zeno and Hermogenes abandoned the scheme.

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In this paper I shall approach Hesiod's poetry from two, rather different, directions; consequently, the paper itself falls into two parts, the argument and conclusions of which are largely independent. In (I) I offer some observations on the vexed question of the organisation of Works and Days; that is, my concern is with the coherence of the poem's form and content. In (II) my attention shifts to the function of this poem and of its companion, Theogony; given the form and content of these two poems, what can we plausibly conjecture about the end or ends to which they were composed? In particular, I shall consider whether, and in what sense, these poems may be regarded as didactic in intent. Much of what I have to say in (I) I say with a measure of confidence; in (II), by contrast, my primary aim is to undermine unwarranted confidence — although I do, even here, reach some positive conclusions.