“For comedy—which can provide a great deal to eloquence since it works through every character and feeling—I will explain soon what purpose I think it serves for students in its own place. For, once characters are safely formed, comedy is among the most important things to read. I am speaking of Menander, but I will not bar the others, for the Latin authors also provide some utility.
Students must first read texts which especially nourish the intelligence and strengthen the character. A long life will give them time for the rest of the works which are good mainly for intellectual reasons. The older Latin poets, moreover, who are mostly effective for their innate ability rather than their skill, can offer a lot—especially for building a great vocabulary. One can find a seriousness in their tragedies and in their comedies an elegance and a certain Attic nature. Their compositions are more considered, too, than modern authors who think that the only virtue of writing is its “quotability”. A high register and, if I may say, a kind of power must be found in these authors since we have now stumbled into the vices of pleasure in our manner of speaking too. And, finally, we should lean on the best orators who take from the poems of the ancients to strengthen their claims or decorate their speaking”
Comoediae, quae plurimum conferre ad eloquentiam potest, cum per omnis et personas et adfectus eat, quem usum in pueris putem paulo post suo loco dicam: nam cum mores in tuto fuerint, inter praecipua legenda erit. De Menandro loquor, nec tamen excluserim alios, nam Latini quoque auctores adferent utilitatis aliquid; sed pueris quae maxime ingenium alant atque animum augeant praelegenda: ceteris, quae ad eruditionem modo pertinent, longa aetas spatium dabit. Multum autem veteres etiam Latini conferunt, quamquam plerique plus ingenio quam arte valuerunt, in primis copiam verborum: quorum in tragoediis gravitas, in comoediis elegantia et quidam velut atticismos inveniri potest. Oeconomia quoque in iis diligentior quam in plerisque novorum erit, qui omnium operum solam virtutem sententias putaverunt. Sanctitas certe et, ut sic dicam, virilitas ab iis petenda est, quando nos in omnia deliciarum vitia dicendi quoque ratione defluximus. Denique credamus summis oratoribus, qui veterum poemata vel ad fidem causarum vel ad ornamentum eloquentiae adsumunt.
Portrait of Matthaeus Platearius d.c.1161 writing “The Book of Simple Medicines”, c.1470 (Wikimedia Commons)
“For when the barbarians and the Greeks were struggling against each other around Troy because of one man’s lack of self-control they endured the most terrible calamities—some in war, some in the return home—and the god assigned a punishment for that single injustice for one thousand and ten years, providing an oracle for the sack of Troy and requesting the journey of maidens from Locris to the temple of Athena in Troy.
[Pythagoras] used to harangue the young men regarding education too, demanding that they consider how strange it would be to judge rational thought the most desirable of all things when one must judge concerning everything else using it, yet people spend no time nor toil in practicing it. And this is when care given to the body is similar to worthless friends in abandoning you quickly; education, however, is like the most good and noble companions who stay by your side right up to death—and, for some, it provides immortal glory after life is over.”
“Once a dog has learned to chew leather it can’t stop. Another way is easier: not buying any more books. You are sufficiently educated, you have enough wisdom. You have all of antiquity nearly at the top of your lips.
You know all of history, every art of argumentation including their strengths and weaknesses and how to use Attic words. Your abundance of books has given you a special kind of wisdom and placed you at the peak of learning. Nothing stops me from messing with you since you enjoy being thoroughly deceived.”
Plutarch, Advice to Bride and Groom (Moralia138a-146a : Conjugalia Praecepta)
“These kinds of studies, foremost, distract women from inappropriate matters. For, a wife will be ashamed to dance when she is learning geometry. And she will not receive spells of medicine if she is charmed by Platonic dialogues and the works of Xenophon. And if anyone claims she can pull down the moon, she will laugh at the ignorance and simplicity of the women who believe these things because she herself is not ignorant of astronomy and she has read about Aglaonikê. She was the daughter of Hêgêtor of Thessaly because she knew all about the periods of the moon and eclipses knew before everyone about the time when the moon would be taken by the shadow of the earth. She tricked the other women and persuaded them that she herself was causing the lunar eclipse.”
“For [Hermippos] says that when Pythagoras was in Italy he built a little home in the ground and told his mother to write down on a tablet what happened and the time and then to send it down to him until he came up again. His mother did that.
Later, when Pythagoras finally came up again he was shriveled and almost a skeleton. After he came to the assembly, he was saying that he came from Hades. Then he read aloud to them what had happened. And they were overwhelmed by what he said, crying and weeping and believing that Pythagoras was divine. They believed it so much that they gave him their wives so that they might learn some of his philosophy from him. They were called Pythagorean Women. Well, that’s what Hermippos says…”
There is another version of this in the Scholia to Sophocles’ Elektra 62-64
“Pythagoras confined himself in an underground hole and told his mother to tell people that he had died. When he reappeared, he told a lot of marvelous tales about resurrection and the things which happen in the underworld, and, to the living he related a full account of all the companions he happened to meet in the underworld; from this arose the belief that he was Aithalides son of Hermes before the Trojan War, then Euphorbus, then Hermotimus, then Pyrrhus the Delian, and then finally Pythagoras. Sophocles seems to be hinting at this story. Some assert, though unpersuasively, that the lines are aimed at Odysseus. But this is unconvincing, because Odysseus never did anything of the sort.”
“The most famous women Pythagoreans were: Timukha, the wife of Mullias of Kroton, Philtus, the daughter of Theophoris of Kroton amd sister of Bundakos, Okellô and Ekkelô, the sisters of Okkelos and Okkilos of Leukania, Kheilonis, the daughter of the Spartan Kheilôn, Kratêsikleia, a Spartan and wife of Kkleanôr the Spartan, Theano, the wife of Brotinus of Metapontos, Muia, the wife of Milo of Kroton, Lastheneia from Arcadia, Habroteleia the daughter of Habrotelos the Tarentinian, Ekhekrateia from Phlius, Tyrsênis of Sybaris, Pesirrodê of Tarantum, Theadousa the Spartan, Boiô the Argive, Babeluka the Argive, and Kleaikhma the sister of Autokharidas of Laconia. There are seventeen in total.”
“In our memory there was a rich guy named Calvisius Sabinus. He had the wealth and brains of a freedman. I never saw a more indecently lucky guy. His memory was so bad that he forget the name Odysseus, or Achilles or Priam, those names we know as well as our elementary school teachers. No aged concierge who can’t remember names assigns them as randomly as Sabinus would make up the names for Trojan and Achaeans.
Yet he used to wish to appear educated, so he came up with this strategy. He paid a high price for enslaved men, one who knew Homer and another who knew Hesiod, and he assigned nine individual slaves to each of the lyric poets. Don’t be surprised at how much he spent on this. If he didn’t find people, he made sure to have them made.
Once he completed this collection, he used to terrorize his dinner guest. He would keep them at his feet to ask for verses to repeat and he would often forget them in the middle of a line. Satellius Quadratus, a parasite of stupid millionaires and, what follows, a flatterer too (since this quality is a partner of the others) suggested that he should get some professors to clean up the fragments too. When Sabinus admitted that he had spent 100,000 sesterces on each enslaved person, Satellius said, “You could have bought a whole library.” But Sabinius was of the opinion that he knew whatever a member of his household did.”
Calvisius Sabinus memoria nostra fuit dives. Et patrimonium habebat libertini et ingenium; numquam vidi hominem beatum indecentius. Huic memoria tam mala erat, ut illi nomen modo Vlixis excideret, modo Achillis, modo Priami, quos tam bene2 quam paedagogos nostros novimus. Nemo vetulus nomenclator, qui nomina non reddit, sed inponit, tam perperam tribus quam ille Troianos et Achivos persalutabat. Nihilominus eruditus volebat videri. Hanc itaque conpendiariam excogitavit: magna summa emit servos, unum, qui Homerum teneret, alterum, qui Hesiodum; novem praeterea lyricis singulos adsignavit. Magno emisse illum non est quod mireris; non invenerat, faciendos locavit. Postquam haec familia illi conparata est, coepit convivas suos inquietare. Habebat ad pedes hos, a quibus subinde cum peteret versus, quos referret, saepe in medio verbo excidebat.
Suasit illi Satellius Quadratus, stultorum divitum adrosor, et quod sequitur, adrisor, et quod duobus his adiunctum est, derisor, ut grammaticos haberet analectas. Cum dixisset Sabinus centenis milibus sibi constare singulos servos; “Minoris,” inquit, “totidem scrinia emisses.” Ille tamen in ea opinione erat, ut putaret se scire, quod quisquam in domo sua sciret.
Moral Epistle 27.1
“Listen to me as if I were talking to myself.”
Sic itaque me audi, tamquam mecum loquar.
Bust-length Study of the Blind Homer, drawing, Paul Buffet (MET, 2013.1122)
“A summary of different arguments by Plutarch of Charoneia showing that learning is recollection
Do we think one thing because of another thing? Not unless it was known beforehand. This is a Platonic argument.
Do we supplement ideas that are missing things? This is also Platonic
Are children better at learning because they are nearer to the period before life when memory is preserved? This is an obvious approach.
Are different people more capable for different kinds of learning?
Have many people taught themselves entire art forms?
Do babies laugh while they’re sleeping when they don’t while they are awake? Indeed, many speak when asleep even though they have not yet otherwise.
Are some people frightened of silly things even though they are brave, like someone afraid of a weasel, or a rooster for no clear reason?
Is discovery not attainable otherwise? For no one would seek what we know nor for what we never knew previously and we couldn’t find what we do not know.
Is truth conversant with reality once forgetfulness has been removed? An argument based on diction.
Is Memory the mother of the Muses, since unclear memory is the reason for our examinations.”
“Both habits, moreover, should be avoided. Don’t imitate bad people, because there are many of them, nor hate the many, because you aren’t like them. Take shelter in yourself, whenever you can. Spend time with people who will make you a better person. Embrace those whom you can make better. Such improvement is a partnership, for people learn while they teach.”
Utrumque autem devitandum est; neve similis malis fias, quia multi sunt, neve inimicus multis, quia dissimiles sunt. Recede in te ipsum, quantum potes. Cum his versare, qui te meliorem facturi sunt. Illos admitte, quos tu potes facere meliores. Mutuo ista fiunt, et homines, dum docent, discunt.
Seneca, De Beata Vita 17-18
“ ‘This is enough for me: to each day lose one of my vices and recognize my mistakes. I have not perfected my health, nor certainly will I. I hope to relieve my gout rather than cure it, happy if it comes less frequently and cause less pain. But when I compare myself to your feet, I am a sprinter even though crippled.’
I do not say these things for myself—since I am deep in every kind of vice—but for the person who has done something.
You say, “You talk one way but you live another.” This insult, most shameful and hateful friend, was thrown at Plato, tossed at Epicurus, and dropped on Zeno. For all these people were talking not about how they were living themselves but about how they should live. When it comes to virtue, I do not talk about myself, and my fight is with vices, but chiefly my own. When I can, I will live as I should.”
Hoc mihi satis est, cotidie aliquid ex vitiis meis demere et errores meos obiurgare. Non perveni ad sanitatem, ne perveniam quidem; delenimenta magis quam remedia podagrae meae compono, contentus, si rarius accedit et si minus verminatur; vestris quidem pedibus comparatus, debilis1 cursor sum.” Haec non pro me loquor—ego enim in alto vitiorum omnium sum—, sed pro illo, cui aliquid acti est.
“Aliter,” inquis, “loqueris, aliter vivis.” Hoc, malignissima capita et optimo cuique inimicissima, Platoni obiectum est, obiectum Epicuro, obiectum Zenoni; omnes enim isti dicebant non quemadmodum ipsi viverent, sed quemadmodum esset ipsis vivendum. De virtute, non de me loquor, et cum vitiis convicium facio, in primis meis facio. 2Cum potuero, vivam quomodo oportet.
24: “Aristippos used to say the he took money from students not in order to straighten their lives but so they might learn to spend their money on fine things.”
87: “When he was asked whom he loved more, Phillip or Aristotle, Alexander said “both the same—for the first gave me the gift of life and the second taught me to live well.”
“People have different natures;
They have different ways. But acting rightly
Always stands out.
The preparation of education
points the way to virtue.
For it is a mark of wisdom to feel shame
and it brings the transformative grace
of seeing through its judgment
what is right; it is reputation that grants
an ageless glory to your life.”
“Diogenes used to say that educating children was similar to potters’ sculpting because they take clay that is tender and shape it and decorate it how they wish. But once it has been fired, it can’t be shaped any longer. This is the way it is for those who were not educated when they were children: once they are grown, they have been hardened to change.”
“The art of grammar is the experience-derived knowledge of how things are said, for the most part, by poets and prose authors. It has six components. First, reading out loud and by meter; second, interpretation according to customary compositional practice; third, a helpful translation of words and their meanings; fourth, an investigation of etymology; fifth, a categorization of morphologies; and sixth—which is the most beautiful portion of the art–the critical judgment of the compositions.”
When asked what the difference was between those who were educated and those who were not, Aristotle said “as great as between the living and the dead.” He used to say that education was an ornament in good times and a refuge in bad.
“Therefore, when his brother had passed, Marcus tried to educate Commodus with his own writings and those of famous and prominent men. As teachers he had Onesicrates for Greek literature, Antistius Capella for Latin and Ateius Sanctus for rhetoric.
But teachers of so many disciplines were useless in his case—such was the power of his native character or of those who were kept as instructors in the palace. For from his early childhood, Commodus was nasty, dishonest, cruel, desirous, foul-mouthed, and corrupted. For he was already a craftsman in those things which were not proper to the imperial class, such as making chalices, dancing, singing, whistling, playing a fool, and acting the perfect gladiator.
When he was twelve years old, he provided an omen of his cruelty at Centumcellae. For, when his bath was accidentally too cool, he ordered that the bath-slave be thrown into the furnace. Then, the slave who was ordered this, burned a sheep’s skin into the furnace, so that he might convince the punishment was performed through the foulness of the smell.”
mortuo igitur fratre Commodum Marcus et suis praeceptis et magnorum atque optimorum virorum erudire conatus est. habuit litteratorem Graecum Onesicratem, Latinum Capellam Antistium; orator ei Ateius Sanctus fuit.
Sed tot disciplinarum magistri nihil ei profuerunt. tantum valet aut ingenii vis aut eorum qui in aula institutores habentur. nam a prima statim pueritia turpis, improbus, crudelis, libidinosus, ore quoque pollutus et constupratus fuit. iam in his artifex, quae stationis imperatoriae non erant, ut calices fingeret, saltaret, cantaret, sibilaret, scurram denique et gladiatorem perfectum ostenderet. auspicium crudelitatis apud Centumcellas dedit anno aetatis duodecimo. nam cum tepidius forte lautus esset, balneatorem in fornacem conici iussit; quando a paedagogo, cui hoc iussum fuerat, vervecina pellis in fornace consumpta est, ut fidem poenae de foetore nidoris impleret.
