With a Little Greek, All Will Be Well

J.E. Sandys, A History of Classical Scholarship, Vol. III:

“As inspector of the school at Ilfeld, he used his influence in 1770 in favour of the revival of a liberal education. The school had fallen into decay, but all, he felt sure, would be well, if a little Greek were introduced; he would then feel no anxiety about Latin and all the other subjects known as humaniora, while, wherever Greek was neglected, everything else would remain ‘ mere patch-work and perpetual botching’. His report of 1780 also proves him to have been an enlightened promoter of the New Humanism.”

Humanizing a Monster: The Saddest Scene in Latin Literature (AP Vergil Week)

As a high-school Latin teacher, I am tasked with guiding young minds through the world’s finest piece of propaganda literature, Vergil’s Aeneid. We read through substantial portions of the text in preparation for the AP Latin exam, but this reading is largely dictated by a syllabus of readings which do not include the part of the poem which I regard as the most emotionally affecting scene in all of Latin literature. This is the scene in which Aeneas describes his first glimpse of the cyclops Polyphemus:

“Hardly had he spoken, when we saw the pastor Polyphemus moving himself in a great mass among his flocks and seeking the well-known beach – a horrible monster, deformed, huge, whose eye had been taken. A broken pine guided his hand and firmed his step, while his woolly sheep kept him company; that was his one pleasure, the one solace in his suffering.” (Aeneid 3.655-661)

Vix ea fatus erat summo cum monte videmus
ipsum inter pecudes vasta se mole moventem
pastorem Polyphemum et litora nota petentem,
monstrum horrendum, informe, ingens, cui lumen ademptum.
trunca manum pinus regit et vestigia firmat;
lanigerae comitantur oves; ea sola voluptas
solamenque mali.

To be sure, Polyphemus is described as an object of horror, but lines 660-1 (ea sola voluptas solamenque mali) turn Polyphemus into an object of pity rather than revulsion. [Indeed, I think that this is intentional; throughout the poem, Ulysses is portrayed as an unequivocal villain, and Polyphemus can be read as one of his many victims here.] I made sure to include this scene on my class syllabus (though not required for the course), because I think that it is an excellent example of subtle psychological complexity on Vergil’s part. Yet, as I was discussing the scene with my students, it occurred to me that this complexity was not Vergil’s invention it all – Homer had already built this into the character of Polyphemus! In Odyssey Book IX, Odysseus is attempting to escape from Polyphemus’ cave by hiding on the underside of a ram, which is moving slowly in response to the burden. Polyphemus then addresses the ram:

“Oh gentle ram, why do you come from the cave behind the rest of the flock? You never before tarried behind the other skeep, but striding far before the others you snatched the mild blossoms, you came first to the banks of the rivers, and you ever desired first to return home in the evening. But now you are last by far. Are you worried about my eye, which that rotten bastard Noone and his awful friends took from me after wrecking my mind with wine – I do not say that he has escaped death. Would that you could be of one mind with me, and could tell me where that man has fled from my wrath. Once slain, his brain would drip through my cave here and there to the ground, and it would ease my heart from those troubles which that worthless bastard Noone gave me.” (Odyssey 9.446-460)

κριὲ πέπον, τί μοι ὧδε διὰ σπέος ἔσσυο μήλων
ὕστατος; οὔ τι πάρος γε λελειμμένος ἔρχεαι οἰῶν,
ἀλλὰ πολὺ πρῶτος νέμεαι τέρεν᾽ ἄνθεα ποίης
μακρὰ βιβάς, πρῶτος δὲ ῥοὰς ποταμῶν ἀφικάνεις,
πρῶτος δὲ σταθμόνδε λιλαίεαι ἀπονέεσθαι
ἑσπέριος: νῦν αὖτε πανύστατος. ἦ σύ γ᾽ ἄνακτος
ὀφθαλμὸν ποθέεις, τὸν ἀνὴρ κακὸς ἐξαλάωσε
σὺν λυγροῖς ἑτάροισι δαμασσάμενος φρένας οἴνῳ,
Οὖτις, ὃν οὔ πώ φημι πεφυγμένον εἶναι ὄλεθρον.
εἰ δὴ ὁμοφρονέοις ποτιφωνήεις τε γένοιο
εἰπεῖν ὅππῃ κεῖνος ἐμὸν μένος ἠλασκάζει:
τῷ κέ οἱ ἐγκέφαλός γε διὰ σπέος ἄλλυδις ἄλλῃ
θεινομένου ῥαίοιτο πρὸς οὔδεϊ, κὰδ δέ κ᾽ ἐμὸν κῆρ
λωφήσειε κακῶν, τά μοι οὐτιδανὸς πόρεν Οὖτις.

As horrifying as his earlier behavior had been, and as menacing as his threats to repaint his walls with Odysseus’ blood may sound, this speech is nevertheless given in the context of a much more deeply humanizing emotion: Polyphemus’ solicitous concern for his ram. He knows these animals, and evinces a tender regard for their well-being even in the midst of his own suffering. Indeed, this affectionate concern for his ram serves as a stark counterpoint to the actions of Odysseus, who throughout the poem shows no apparent serious regard for his companions. At no point in the poem does Odysseus show any outward emotional attachment to his men, and it is notable that even in his own tale of his sufferings, the loss of his men is primarily framed as something which happened to him. Polyphemus is thus portrayed as being, despite his monstrous qualities, a more compassionate figure than Odysseus.

Yet, putting Odyssean knavery aside, I think that the lines in the Aeneid reflect a very close reading of the Odyssey. Polyphemus tells his ram that murdering Odysseus would alleviate the sufferings in his heart (κὰδ δέ κ᾽ ἐμὸν κῆρ λωφήσειε κακῶν), but once the ram has left the cave, he is deprived of his chance at attaining this relief. Consequently, it is literally true that his flocks are now his only comfort. So, while it may appear that the phrase “that was his one pleasure, his one solace in his suffering” (ea sola voluptas solamenque mali) is included simply to heighten the pathos of the scene and underscore the humanity of even a monster like Polyphemus, it turns out that this brilliant psychological conceit is deeply rooted in a few lines of Homer.

The Enemy of Learning, The Enemy of Humanity

Gilbert Murray, Religio Grammatici:

“The enemy has no definite name, though m a certain degree we all know him. He who puts always the body before the spirit, the dead before the living, the ἀναγκαῖον before the καλόν; who makes things only in order to sell them; who has forgotten that there is such a thing as truth, and measures the world by advertisement or by money ; who daily defiles the beauty that surrounds him and makes vulgar the tragedy; whose innermost religion is the worship of the lie in his soul. The Philistine, the vulgarian, the great sophist, the passer of base coin for true, he is all about us and, worse, he has his outposts inside us, persecuting our peace, spoiling our sight, confusing our values, making a man’s self seem greater than the race and the present thing more important than the eternal. From him and his influence we find our escape by means of the grammata into that calm world of theirs, where stridency and clamour are forgotten in the ancient stillness, where the strong iron is long since rusted, and the rocks of granite broken into dust, but the great things of the human spirit still shine like stars pointing man’s way onward to the great triumph or the great tragedy; and even the little things, the beloved and tender and funny and familiar things, beckon across gulfs of death and change with a magic poignancy, the old things that our dead leaders and forefathers loved, viva adhuc et desiderio pulcriora.”

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Not Enough from Antiquity – Too Much from Modernity

Gilbert Murray, Religio Grammatici:

“It is impossible to say exactly how much of life ought to be put down in grammata, but it is fairly clear that in very ancient times there was too little and in modem times there is too much. Most of the books in any great library, even a library much frequented by students, lie undisturbed for generations. And if you begin what seems like the audacious and impossible task of measuring up the accumulated treasures of the race in the field of letters, it is curious how quickly in its main lines the enterprise becomes possible and even practicable. The period of recorded history is not very long. Eighty generations might well take us back before the beginnings of history-writing in Europe; and though the beginnings of Accad and of Egypt, to say nothing of the cave drawings of Altamira, might take one almost incalculably farther in time, the actual amount of grammata which they provide is not large.”

Breaking the Chains of the Mind, Shaking Off the Chains of the Past

Gilbert Murray, Religio Grammatici

“On these lines we see that the scholar’s special duty is to turn the written signs in which old poetry or philosophy is now enshrined back into living thought or feeling. He must so understand as to re-live. And here he is met at the present day by a direct frontal criticism. ‘Suppose, after great toil and the expenditure of much subtlety of intellect, you succeed in re-living the best works of the past, is that a desirable end? Surely our business is with the future and present, not with the past. If there is any progress in the world or any hope for struggling humanity, does it not lie precisely in shaking off the chains of the past and looking steadily forward?’ How shall we meet this question ?

First, we may say, the chains of the mind are not broken by any form of ignorance. The chains of the mind are broken by understanding. And so far as men are unduly enslaved by the past, it is by understanding the past that they may hope to be freed. But, secondly, it is never really the past — the true past — that enslaves us ; it is always the present. It is not the conventions of the seventeenth or eighteenth century that now make men conventional. It is the conventions of our own age, though, of course, I would not deny that in any age there are always fragments of the uncomprehended past still floating like dead things pretending to be alive. What one always needs for freedom is some sort of escape from the thing that now holds him. A man who is the slave of theories must get outside them and see facts; a man who is the slave of his own desires and prejudices must widen the range of his experience and imagination. But the thing that enslaves us most, narrows the range of our thought, cramps our capacities, and lowers our standards, is the mere present — the present that is all round us, accepted and taken for granted, as we in London accept the grit in the air and the dirt on our hands and faces. The material present, the thing that is omnipotent over us, not because it is either good or evil, but just because it happens to be here, is the great jailer and imprisoner of man’s mind; and the only true method of escape from him is the contemplation of things that are not present. Of the future ? Yes ; but you cannot study the future. You can only make
conjectures about it, and the conjectures will not be much good unless you have in some way studied other places and other ages. There has been hardly any great forward movement of humanity which did not draw inspiration from the knowledge or the idealization of the past.

No : to search the past is not to go into prison. It is to escape out of prison, because it compels us to compare the ways of our own age with other ways. And as to progress, it is no doubt a real fact. To many of us it is a truth that lies somewhere near the roots of our religion. But it is never a straight march forward ; it is never a result that happens of its own accord . It is only a name for the mass of accumulated human effort, successful here, baffled there, misdirected and driven astray in a third region, but on the whole and in the main producing some cumulative result. I believe this difficulty about progress, this fear that in studying the great teachers of the past we are in some sense wantonly sitting at the feet of savages, causes real trouble of mind to many keen students. The full answer to it would take us beyond the limits of this paper and beyond my own range of knowledge . But the main lines of the answer seem to me clear. There are in life two elements, one transitory and progressive, the other comparatively, if not absolutely, non-progressive and eternal, and the soul of man is chiefly concerned with the second. Try to
compare our inventions, our material civilization, our stores of accumulated knowledge with those of the age of Aeschylus or Aristotle or St. Francis, and the comparison is absurd. Our superiority is beyond question and beyond measure. But compare any chosen poet of our age with Aeschylus, any philosopher with Aristotle, any saintly preacher with St. Francis, and the result is totally different. I do not wish to argue that we have fallen below the standard of those past ages ; but it is clear that we are not definitely above them. The things of the spirit depend on will, on effort, on aspiration, on the quality of the individual soul, and not on discoveries and material advances which can be accumulated and added up.”

 

Mere Letters on a Page

Gilbert Murray, Religio Grammatici:

“We intellectuals of the twentieth century, poor things, are so intimately accustomed to the use of grammata that probably many of u s write more than we talk and read far more than we listen. Language has become to us primarily a matter of grammata. We have largely ceased to demand from the readers of a book any imaginative transliteration into the living voice . But mankind was slow in acquiescing in this renunciation. Isocrates in a well-known passage (5, 10) of his ‘Letter to Philip,’ laments that the scroll he sends will not be able to say what he wants it to say. Philip will hand it to a secretary, and the secretary, neither knowing nor caring what it is all about, will read it out ‘with no persuasiveness, no indication of changes of feeling, as if he were giving a list of items.”

gilbert-murray

Classical Education and Corporal Punishment (Back to School Week)

From George Orwell’s Such, Such Were the Joys:

“This did not happen very often, but I do remember, more than once, being led out of the room in the middle of a Latin sentence, receiving a beating and then going straight ahead with the same sentence, just like that. It is a mistake to think such methods do not work. They work very well for their special purpose. Indeed, I doubt whether classical education ever has been or can be successfully carried on without corporal punishment. The boys themselves believed in its efficacy. There was a boy named Beacham, with no brains to speak of, but evidently in acute need of a scholarship. Sambo was flogging him towards the goal as one might do with a foundered horse. He went up for a scholarship at Uppingham, came back with a consciousness of having done badly, and a day or two later received a severe beating for idleness. ‘I wish I’d had that caning before I went up for the exam,’ he said sadly — a remark which I felt to be contemptible, but which I perfectly well understood.”

From Boswell’s Life of Samuel Johnson:

“Indeed Johnson was very sensible how much he owed to Mr. Hunter. Mr. Langton one day asked him how he had acquired so accurate a knowledge of Latin, in which, I believe, he was exceeded by no man of his time; he said, ‘My master whipt me very well. Without that, Sir, I should have done nothing.’ He told Mr. Langton, that while Hunter was flogging his boys unmercifully, he used to say, ‘And this I do to save you from the gallows.’ Johnson, upon all occasions, expressed his approbation of enforcing instruction by means of the rod. ‘I would rather (said he) have the rod to be the general terrour to all, to make them learn, than tell a child, if you do thus, or thus, you will be more esteemed than your brothers or sisters. The rod produces an effect which terminates in itself. A child is afraid of being whipped, and gets his task, and there’s an end on’t; whereas, by exciting emulation and comparisons of superiority, you lay the foundation of lasting mischief; you make brothers and sisters hate each other.'”

Corporal punishment as a means of instilling Classical education has, itself, Classical precedent, as found in Juvenal’s First Satire:

“I, too,  have moved my hand from under the cane.”

nos ergo manum ferulae subduximus

*I should, perhaps, note by way of disclaimer that we here at SententiaeAntiquae are not proponents of the liberal (or reactionary) use of the rod and cane.

Knowledge and Literary Skill: Keep Reading! (Back to School Week)

Leonardo Brunide studiis et litteris 29-30:

“What good is it to know many fine things, unless you can speak about them with dignity and put them into writing without looking foolish? And so, in a certain way, literary ability and knowledge of things are conjoined. These two things carried the ancients, whose memory we admire, to glory and a celebrated name: Plato, Democritus, Aristotle, Theophrastus, Varro, Cicero, Seneca, Augustine, Jerome, Lactantius –it is hard to tell whether these men excelled more in knowledge or literary ability.

In conclusion: I contend that the intellect, which promises to me the highest hopes, should be instructed for these two things (knowledge and literary skill), and for the sake of attaining them, many and various things should be read and piled up in the mind. One should however take account of his time, so that he can always spend more of it upon more profitable and useful things, and avoid being occupied by excessively obscure or useless things. The chief studies seem to me to be religion and the art of living well, while all other things seem to be ancillary contributors to those pursuits, and serve as aids or illustrations to them. For that reason, we should stick to poets, orators, and other writers; but one should be careful in these literary affairs that the instruction be noble and the observation ought to be unfailing, and we ought never to read anything but the best and most well-approved books.”

Franz Dvorak, ‘Thoughtful Reader’

Quid enim prodest multa et pulchra scire, si neque loqui de his cum dignitate neque mandare litteris nisi ridicule possis? Atque ita coniugata quodammodo sunt peritia litterarum et scientia rerum. Haec duo simul coniuncta veteres illos, quorum memoriam veneramur, ad celebritatem nominis gloriamque provexere: Platonem, Democritum, Aristotelem, Theophrastum, Varronem, Ciceronem, Senecam, Augustinum, Hieronymum, Lactantium, in quibus omnibus discerni vix potest, maiorne scientia rerum an peritia fuerit litterarum.

Ut autem ad extremum concludam: ingenium, quod summa omnia de se mihi repromittat, his duobus structum esse oportere affirmo, horumque comparandorum gratia undique legenda multa et coacervanda esse; habendum tamen rationem temporis, ut potioribus semper utilioribusque incumbat, nec aut nimium obscuris aut parum profuturis occupetur; religionis et bene vivendi studia mihi praecipua videri, cetera vero omnia tamquam adminicula quaedam ad ista referri, quae possint vel adiuvare vel illustrare, eaque de causa poetis et oratoribus et scriptoribus aliis inhaerendum; in litteris autem providendum, ut et praeceptio adsit ingenua et pervigil solertia, nec umquam nisi optima probatissimaque legamus.

Education and Gardening: Two Plant Metaphors for Learning and Teaching

Hippocrates of Cos, Law 3

“Learning about medicine is a bit like the development of plants in the earth. For our native skill is like the land; the beliefs of our teachers are like seeds. Childhood learning is similar to when seeds are planted in the field. And the place where learning happens is like the nourishment that comes to plants from the sky around them. Hard work is like the working of the field. Time brings strength to all these things so that they grow to completion.”

III. Ὁκοίη γὰρ τῶν ἐν γῇ φυομένων θεωρίη, τοιήδε καὶ τῆς ἰητρικῆς ἡ μάθησις. ἡ μὲν γὰρ φύσις ἡμέων ὁκοῖον ἡ χώρη· τὰ δὲ δόγματα τῶν διδασκόντων ὁκοῖον τὰ σπέρματα· ἡ δὲ παιδομαθίη, τὸ καθ᾿ ὥρην αὐτὰ πεσεῖν ἐς τὴν ἄρουραν· ὁ δὲ τόπος ἐν ᾧ ἡ μάθησις, ὁκοῖον ἡ ἐκ τοῦ περιέχοντος ἠέρος τροφὴ γιγνομένη τοῖσι φυομένοισιν· ἡ δὲ φιλοπονίη, ἐργασίη· ὁ δὲ χρόνος ταῦτα ἐνισχύει πάντα, † ὡς τραφῆναι τελέως.

 

Plutarch, On the Education of Children 4c-d

“I am now going to consider one of the most significant and influential things I have said. For we must select teachers for our students who are also free of slander in their own lives, whose habits cannot be criticized and who are best in regards to experience. For obtaining a proper education is the spring and root of goodness. Just as a farmer helps straighten young plants, so too may good teachers guide students with precepts and advice so that their characters may grow correctly. These days there are certain fathers one might condemn because, before considering the people who will teach their children, entrust them to inexperienced or unworthy teachers, either because of ignorance or naivete.”

Τὸ δὲ πάντων μέγιστον καὶ κυριώτατον τῶν εἰρημένων ἔρχομαι φράσων. διδασκάλους γὰρ ζητητέον τοῖς τέκνοις, οἳ καὶ τοῖς βίοις εἰσὶν ἀδιάβλητοι καὶ τοῖς τρόποις ἀνεπίληπτοι καὶ ταῖς ἐμπειρίαις ἄριστοι· πηγὴ γὰρ καὶ ῥίζα καλοκαγαθίας τὸ νομίμου τυχεῖν παιδείας. καὶ καθάπερ τὰς χάρακας οἱ γεωργοὶ τοῖς φυτοῖς παρατιθέασιν, οὕτως οἱ νόμιμοι τῶν διδασκάλων ἐμμελεῖς τὰς ὑποθήκας καὶ παραινέσεις παραπηγνύουσι τοῖς νέοις, ἵν᾿ ὀρθὰ τούτων βλαστάνῃ τὰ ἤθη. νῦν δέ τις κἂν καταπτύσειε τῶν πατέρων ἐνίων, οἵτινες πρὶν δοκιμάσαι τοὺς μέλλοντας διδάσκειν, δι᾿ ἄγνοιαν, ἔσθ᾿ ὅτε καὶ δι᾿ ἀπειρίαν, ἀνθρώποις ἀδοκίμοις καὶ παρασήμοις ἐγχειρίζουσι τοὺς παῖδας.

When I was in kindergarten, my teacher had us sing this song all the time. I did not realize it at the time that we were engaged in an ultra meta-educative reflection. Do you like to grow ideas in the garden of your mind?

Avoid All Teachers and Professors (Back to School Week)

Martial, Epigrams 5.58:

“Lupus, you ask long and anxiously to what teacher you should entrust your son. I advise you to avoid all teachers and professors: don’t let him have anything to do with the books of Cicero or Vergil. Let him leave Tutilius to his own reputation. If he writes verses, you will disown him as a poet. Does he want to learn a more… pecuniary skill? Make him learn to be a lute player or a flute player; if he seems a bit on the untalented side, just make him an auctioneer or a builder.”

56

Cui tradas, Lupe, filium magistro
quaeris sollicitus diu rogasque.
Omnes grammaticosque rhetorasque
deuites moneo: nihil sit illi
cum libris Ciceronis aut Maronis;              5
famae Tutilium suae relinquat;
si uersus facit, abdices poetam.
Artes discere uolt pecuniosas?
Fac discat citharoedus aut choraules;
si duri puer ingeni uidetur,              10
praeconem facias uel architectum.