Tag: education

The Pythagorean Women

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Diogenes Laertius, Lives of the Philosophers 8.41

“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…”

λέγει γὰρ ὡς γενόμενος ἐν Ἰταλίᾳ κατὰ γῆς οἰκίσκον ποιήσαι καὶ τῇ μητρὶ ἐντείλαιτο τὰ γινόμενα εἰς δέλτον γράφειν σημειουμένην καὶ τὸν χρόνον, ἔπειτα καθιέναι αὐτῷ ἔστ’ ἂν ἀνέλθῃ. τοῦτο ποιῆσαι τὴν μητέρα. τὸν δὲ Πυθαγόραν μετὰ χρόνον ἀνελθεῖν ἰσχνὸν καὶ κατεσκελετευμένον· εἰσελθόντα τε εἰς τὴν ἐκκλησίαν φάσκειν ὡς ἀφῖκται ἐξ Ἅιδου· καὶ δὴ καὶ ἀνεγίνωσκεν αὐτοῖς τὰ συμβεβηκότα. οἱ δὲ σαινόμενοι τοῖς λεγομένοις ἐδάκρυόν τε καὶ ᾤμωζον καὶ ἐπίστευον εἶναι τὸν Πυθαγόραν θεῖόν τινα, ὥστε καὶ τὰς γυναῖκας αὐτῷ παραδοῦναι, ὡς καὶ μαθησομένας τι τῶν αὐτοῦ· ἃς καὶ Πυθαγορικὰς κληθῆναι. καὶ ταῦτα μὲν ὁ Ἕρμιππος…

 

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.”

ἤδη γὰρ εἶδον πολλάκις Πυθαγόρας καθείρξας ἑαυτὸν ἐν ὑπογείῳ λογοποιεῖν ἐκέλευσε τὴν μητέρα ὡς ἄρα τεθνηκὼς εἴη καὶ μετὰ ταῦτα ἐπιφανεὶς περὶ παλιγγενεσίας καὶ τῶν καθ’ ῞Αιδου τινὰ ἐτερατεύετο διηγούμενος πρὸς τοὺς ζῶντας περὶ τῶν οἰκείων οἷς ἐν ῞Αιδου συντετυχηκέναι ἔλεγεν ἐξ ὧν τοιαύτην ἑαυτῷ δόξαν περιέθηκεν ὡς πρὸ μὲν τῶν Τρωικῶν Αἰθαλίδης ὢν ὁ ῾Ερμοῦ, εἶτα Εὔφορβος, εἶτα ῾Ερμότιμος, εἶτα Πύρρος ὁ Δήλιος, εἶτα ἐπὶ πᾶσι Πυθαγόρας· εἰς τοῦτο  οὖν ἔοικεν ἀποτείνεσθαι ὁ Σοφοκλῆς· ἔνιοι δὲ οἴονται ἀπιθάνως εἰς ᾿Οδυσσέα ἀποτείνεσθαι· οὐ γὰρ πέπρακταί τι τοιοῦτον ᾿Οδυσσεῖ·

Diogenes Laertes, Pythagoras 29

“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.”

[29] Πυθαγορίδες δὲ γυναῖκες αἱ ἐπιφανέσταται· Τιμύχα γυνὴ Μυλλία τοῦ Κροτωνιάτου, Φιλτὺς θυγάτηρ Θεόφριος τοῦ Κροτωνιάτου, Βυνδάκου ἀδελφὴ, Ὀκελλὼ καὶ Ἐκκελὼ <ἀδελφαὶ Ὀκκέλω καὶ Ὀκκίλω>1 τῶν Λευκανῶν, Χειλωνίς θυγάτηρ Χείλωνος τοῦ Λακεδαιμονίου, Κρατησίκλεια Λάκαινα γυνὴ Κλεάνορος τοῦ Λακεδαιμονίου, Θεανὼ γυνὴ τοῦ Μεταποντίνου Βροτίνου, Μυῖα γυνὴ Μίλωνος τοῦ Κροτωνιάτου, Λασθένεια Ἀρκάδισσα, Ἁβροτέλεια Ἁβροτέλους θυγάτηρ τοῦ Ταραντίνου, Ἐχεκράτεια Φλιασία, Τυρσηνὶς Συβαρῖτις, Πεισιρρόδη Ταραντινίς, Θεάδουσα Λάκαινα, Βοιὼ Ἀργεία, Βαβέλυκα Ἀργεία, Κλεαίχμα ἀδελφὴ Αὐτοχαρίδα τοῦ Λάκωνος.

αἱ πᾶσαι ιζʹ.

Hydria with Women at a Fountain (MFA Boston)

Buying Erudition

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Seneca, Moral Epistle 27.5-8

“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.

Drawing of a man with a beard and long hair, a handband around his head

Bust-length Study of the Blind Homer, drawing, Paul Buffet (MET, 2013.1122)

Learning, Recollection, and Babies Laughing in their Sleep

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Plutarch, Moralia: other Fragments 217

“A summary of different arguments by Plutarch of Charoneia showing that learning is recollection

    1. Do we think one thing because of another thing? Not unless it was known beforehand. This is a Platonic argument.
    2. Do we supplement ideas that are missing things? This is also Platonic
    3. Are children better at learning because they are nearer to the period before life when memory is preserved? This is an obvious approach.
    4. Are different people more capable for different kinds of learning?
    5. Have many people taught themselves entire art forms?
    6. 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.
    7. 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?
    8. 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.
    9. Is truth conversant with reality once forgetfulness has been removed? An argument based on diction.
    10. Is Memory the mother of the Muses, since unclear memory is the reason for our examinations.”

Ἐπιχειρημάτων διαφόρων συναγωγὴ δεικνύντων ἀναμνήσεις εἶναι τὰς μαθήσεις ἐκ τῶν τοῦ Χαιρωνέως Πλουτάρχου·

(a) Εἰ ἀφ᾿ ἑτέρου ἕτερον ἐννοοῦμεν. οὐκ ἂν εἰ μὴ προέγνωστο. τὸ ἐπιχείρημα Πλατωνικόν.

(b) Εἰ προστίθεμεν τὸ ἐλλεῖπον τοῖς αἰσθητοῖς· καὶ αὐτὸ Πλατωνικόν.

(c) Εἰ παῖδες εὐμαθέστεροι, ὡς ἐγγίους τῆς προβιοτῆς, ἐν  ἡ μνήμη ἐσῴζετο. ἐπιπόλαιος ὁ λόγος.

(d) Εἰ ἄλλοι πρὸς ἄλλο μάθημα ἐπιτηδειότεροι.

(e) Εἰ πολλοὶ αὐτοδίδακτοι ὅλων τεχνῶν.

(f) Εἰ πολλὰ παιδία ὑπνώττοντα γελᾷ, ὕπαρ δ᾿ οὔπω· πολλὰ δὲ καὶ ὄναρ2 ἐφθέγξατο, ἄλλως οὔπω φθεγγόμενα.

(g) Εἰ ἔνιοι καὶ ἀνδρεῖοι ὄντες ὅμως φοβοῦνται φαῦλ᾿ ἄττα, οἷον γαλῆν ἢ ἀλεκτρυόνα, ἀπ᾿ οὐδεμιᾶς φανερᾶς αἰτίας.

(h) Εἰ μὴ ἔστιν ἄλλως εὑρίσκειν. οὔτε γὰρ ἃ ἴσμεν ζητήσειεν ἄν τις, οὔτε ἃ μηδαμῶς ἴσμεν πρότερον, ἀλλ᾿ οὐδ᾿ ἂν εὕροιμεν ἃ μὴ ἴσμεν.

(i) Εἰ ἡ ἀλήθεια κατ᾿ ἀφαίρεσιν τῆς λήθης ἔντευξις τοῦ ὄντος ἐστί. λογικὴ ἡ ἐπιχείρησις.

(j) Εἰ ἡ μήτηρ τῶν Μουσῶν Μνημοσύνη, ὡς ἡ ἀδιάρθρωτος μνήμη τῶν ζητήσεων αἰτία.

New Mexico Recollections by Marsden Hartley (https://commons.wikimedia.org/wiki/File:New_Mexico_Recollections_by_Marsden_Hartley,_Columbus_Museum_of_Art.jpg)

When You Can, Live as You Should

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Seneca, Moral Epistles 7.8-9

“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.

Image result for medieval manuscripts meditating
Verdun, Bibl. mun., ms. 0070, f. 42v.

Knowing Helps, but Hurts a Lot Too: Some Words Go Back to School

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These sayings [‘Apophthegmata’] are drawn from the Gnomologium Vaticanum.

470: “Socrates, when asked what is sweetest in life, said “education, virtue, and the investigation of the unknown”

Σωκράτης ὁ φιλόσοφος ἐρωτηθεὶς τί ἥδιστον ἐν τῷ βίῳ εἶπε· „παιδεία καὶ ἀρετὴ καὶ ἱστορία τῶν ἀγνοουμένων”.

 

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.”

῾Ο αὐτὸς παρὰ τῶν μαθητῶν λαμβάνειν ἔφασκε μισθόν, οὐχ ὅπως τὸν βίον ἐπανορθώσῃ, ἀλλ’ ὅπως ἐκεῖνοι μάθωσιν εἰς τὰ καλὰ δαπανᾶν.

 

50: “Aristotle said that education is a decoration for the lucky but a refuge for the unfortunate.”

῾Ο αὐτὸς ἔφη τὴν παιδείαν εὐτυχοῦσι μὲν εἶναι όσμον, ἀτυχοῦσι δὲ καταφύγιον.

 

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.”

῾Ο αὐτὸς ἐρωτηθεὶς τίνα μᾶλλον ἀγαπᾷ, Φίλιππον ἢ ᾿Αριστοτέλην, εἶπεν· „ὁμοίως ἀμφοτέρους· ὁ μὲν γάρ μοι τὸ ζῆν ἐχαρίσατο, ὁ δὲ τὸ καλῶς ζῆν ἐπαίδευσεν.”

 

164: “Glukôn the philosopher called education a sacred refuge.”

Γλύκων ὁ φιλόσοφος τὴν παιδείαν ἔλεγεν ἱερὸν ἄσυλον εἶναι.

259: “When Demetrios [of Phalerus] was asked what was the noblest of animals he said “A human adorned by education.”

῾Ο αὐτὸς ἐρωτηθεὶς τί τῶν ζώων κάλλιστόν ἐστιν εἶπεν· „ἄνθρωπος παιδείᾳ κεκοσμημένος”.

 

302: “[Zeno the Stoic] used to say that education was sufficient for happiness”

῾Ο αὐτὸς ἔφη τὴν παιδείαν πρὸς εὐδαιμονίαν αὐτάρκη.

 

314: “Heraclitus used to say that learning is a second sun for the educated”

῾Ηράκλειτος τὴν παιδείαν ἕτερον ἥλιον εἶναι τοῖς πεπαιδευμένοις ἔλεγεν.

 

439: [Plato] used to say that someone being educated needs three things: ability, practice and time.”

῾Ο αὐτὸς ἔλεγεν ὅτι ὁ παιδευόμενος τριῶν τούτων χρῄζει· φύσεως, μελέτης, χρόνου.

 

469: “[Protagoras] used to say “knowing a lot helps a lot and hurts a lot.”

῾Ο αὐτὸς ἔφη· „πολυμαθίη κάρτα μὲν ὠφελέει, κάρτα δὲ βλάπτει”.

Other passages

Euripides, Iphigenia at Aulis 559-567

“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.”

διάφοροι δὲ φύσεις βροτῶν,
διάφοροι δὲ τρόποι· τὸ δ’ ὀρ-
θῶς ἐσθλὸν σαφὲς αἰεί·
τροφαί θ’ αἱ παιδευόμεναι
μέγα φέρουσ’ ἐς τὰν ἀρετάν·
τό τε γὰρ αἰδεῖσθαι σοφία,
†τάν τ’ ἐξαλλάσσουσαν ἔχει
χάριν ὑπὸ γνώμας ἐσορᾶν†
τὸ δέον, ἔνθα δόξα φέρει
κλέος ἀγήρατον βιοτᾶι.

Stobaeus 2.31 88

“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.”

Διογένης ἔλεγε τὴν τῶν παίδων ἀγωγὴν ἐοικέναι τοῖς τῶν κεραμέων πλάσμασιν· ὡς γὰρ ἐκεῖνοι ἁπαλὸν μὲν τὸν πηλὸν ὄντα ὅπως θέλουσι σχηματίζουσι καὶ ῥυθμίζουσιν, ὀπτηθέντα δὲ οὐκέτι δύνανται πλάσσειν, οὕτω καὶ τοὺς ἐν νεότητι μὴ διὰ πόνων παιδαγωγηθέντας, τελείους γενομένους ἀμεταπλάστους γίνεσθαι.

Antisthenes, fr. 38

“The examination of words is the beginning of education.”

ἀρχὴ παιδεύσεως ἡ τῶν ὀνομάτων ἐπίσκεψις

Alcman, fr. 125

“Trying is the first step of learning”

πῆρά τοι μαθήσιος ἀρχά

Dionysus Thrax, On the Art of Grammar (2nd to 1st Centuries BCE; go here for a nice translation of the remaining works)

“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.”

Γραμματική ἐϲτιν ἐμπειρία τῶν παρὰ ποιηταῖϲ τε καὶ ϲυγγραφεῦϲιν ὡϲ ἐπὶ τὸ πολὺ λεγομένων.   Μέρη δὲ αὐτῆϲ ἐϲτιν ἕξ· πρῶτον ἀνάγνωϲιϲ ἐντριβὴϲ κατὰ προϲῳδίαν, δεύτερον ἐξήγηϲιϲ κατὰ τοὺϲ ἐνυπάρχονταϲ ποιητικοὺϲ τρόπουϲ,  τρίτον γλωϲϲῶν τε καὶ ἱϲτοριῶν πρόχειροϲ ἀπόδοϲιϲ, τέταρτον ἐτυμολογίαϲ εὕρεϲιϲ, πέμπτον ἀναλογίαϲ ἐκλογιϲμόϲ, ἕκτον κρίϲιϲ ποιημάτων, ὃ δὴ κάλλιϲτόν ἐϲτι πάντων τῶν ἐν τῇ τέχνῃ.

Sophocles, fr. 843

“I learn what can be taught; I seek what
can be found; and I ask the gods what must be prayed for.”

τὰ μὲν διδακτὰ μανθάνω, τὰ δ’ εὑρετὰ
ζητῶ, τὰ δ’ εὐκτὰ παρὰ θεῶν ᾐτησάμην

Phocylides

“It is right to teach noble things to one who is still a child”

χρὴ παῖδ᾿ ἔτ᾿ ἐόντα / καλὰ διδάσκειν ἔργα

 

Aristotle, According to Diogenes Laertius, Vitae Philosophorum 5.21

“He said that the root of education is bitter but the fruit is sweet.”

Τῆς παιδείας ἔφη τὰς μὲν ῥίζας εἶναι πικράς, τὸν δὲ καρπὸν γλυκύν.

“He used to say that three things are needed for education: innate ability, study, and practice”

τριῶν ἔφη δεῖν παιδείᾳ, φύσεως, μαθήσεως, ἀσκήσεως.

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.

ἐρωτηθεὶς τίνι διαφέρουσιν οἱ πεπαιδευμένοι τῶν ἀπαιδεύτων, “ὅσῳ,” εἶπεν, “οἱ ζῶντες τῶν τεθνεώτωντὴν παιδείαν ἔλεγεν ἐν μὲν ταῖς εὐτυχίαις εἶναι κόσμον, ἐν δὲ ταῖς ἀτυχίαις καταφυγήν

Heraclitus, fr. 40

“Knowing much doesn’t teach you how to think.”

πολυμαθίη νόον ἔχειν οὐ διδάσκει.

Image result for medieval manuscript school room
Laurentius de Voltolina

A Failure of Education: Commodus’ Cruelty

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From the Historia Augusta on Commodus, 1

“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.

 

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Paris’ Weakness and the Glory of Education

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Iamblichus, Life of Pythagoras 42

“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.”

τῶν γὰρ βαρβάρων καὶ τῶν ῾Ελλήνων  περὶ τὴν Τροίαν ἀντιταξαμένων ἑκατέρους δι’ ἑνὸς ἀκρασίαν ταῖς δεινοτάταις περιπεσεῖν συμφοραῖς, τοὺς μὲν ἐν τῷ πολέμῳ, τοὺς δὲ κατὰ τὸν ἀνάπλουν, καὶ μόνης <ταύτης> τῆς ἀδικίας τὸν θεὸν δεκετῆ καὶ χιλιετῆ τάξαι τὴν τιμωρίαν, χρησμῳδήσαντα τήν τε τῆς Τροίας ἅλωσιν καὶ

τὴν τῶν παρθένων ἀποστολὴν παρὰ τῶν Λοκρῶν εἰς τὸ τῆς ᾿Αθηνᾶς τῆς ᾿Ιλιάδος ἱερόν. παρεκάλει δὲ τοὺς νεανίσκους καὶ πρὸς τὴν παιδείαν, ἐνθυμεῖσθαι κελεύων ὡς ἄτοπον ἂν εἴη πάντων μὲν σπουδαιότατον κρίνειν τὴν διάνοιαν καὶ ταύτῃ βουλεύεσθαι περὶ τῶν ἄλλων, εἰς δὲ τὴν ἄσκησιν τὴν ταύτης μηδένα χρόνον μηδὲ πόνον ἀνηλωκέναι, καὶ ταῦτα τῆς μὲν τῶν σωμάτων ἐπιμελείας τοῖς φαύλοις τῶν φίλων ὁμοιουμένης καὶ ταχέως ἀπολειπούσης, τῆς δὲ παιδείας καθάπερ οἱ καλοὶ κἀγαθοὶ τῶν ἀνδρῶν μέχρι θανάτου παραμενούσης, ἐνίοις δὲ καὶ μετὰ τὴν τελευτὴν ἀθάνατον δόξαν περιποιούσης.

The Love of Helen and Paris, Jacques-Louis David, 1788

I hate Education: Let Me Compose a Poem About It

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Petronius, Satyricon 4

“The fact is this: if they would tolerate the work advancing by stages, so that the studious youth were were steeped in strict reading, they shaped their minds with the sayings the wise, they were digging out words with a tireless pen, they were listening at length to words they want to imitate, and they believed that what was pleasing to children was never truly exceptional, then that old style of oratory would have the weight of its majesty.

As it is now, children play at school and our youths are mocked in public. And what is more disgusting than this, no one is willing to admit in old age whatever nonsense they learned before. But, please don’t think that I am attacking a tenet of Lucilian humility. I will put what I believe in a poem.”

Quod si paterentur laborum gradus fieri, ut studiosi iuvenes lectione severa irrigarentur, ut sapientiae praeceptis animos componerent, ut verba atroci stilo effoderent, ut quod vellent imitari diu audirent, <ut persuaderent>2 sibi nihil esse magnificum, quod pueris placeret: iam illa grandis oratio haberet maiestatis suae pondus. Nunc pueri in scholis ludunt, iuvenes ridentur in foro, et quod utroque turpius est, quod quisque perperam didicit, in senectute confiteri non vult. Sed ne me putes improbasse schedium Lucilianae humilitatis, quod sentio, et ipse carmine effingam:

Petronius Arbiter by Bodart 1707.jpg

Education: Insurance for the Shipwrecked

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Phaedrus, Fabulae 4.23

“A person of learning always has wealth on on their own.

Simonides, who wrote exceptional lyric poems,
Thanks to this lived more easily with poverty
He began to go around the Asia’s noble cities
Singing the praise of victors for a set price.

Once he had done this to make a wealthier life
He planned to make a seaward journey home.
For it was on Ceos people claim he was born.
He climbed aboard a ship which an awful storm
And its advanced age caused to break apart in the sea.

Some grabbed their money-belts, others their valuable things,
Safeguards for their life. A rather curious man asked
“Simonides, you are saving none of your riches?”
He responded, “Everything that is mine is with me”

Few swam free, because most died weighed down by a drowning burden.
Then thieves arrived and seized whatever each man carried.
They left them naked. By chance, Clazomenae, that ancient city,
Was nearby. The shipwrecked men went that way.
There lived a man obsessed with the pursuit of poetry
Who had often read the poems of Simonides,
He was his greatest distant admirer.

Once he knew Simonides from his speech alone
He greedily brought him home, and decorated him
With clothes, money, servants. The rest were carrying
Signs asking for food. When Simonides by chance
Would see these men he reported “I said that all my things
Were with me: and you lost everything you took.”

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Homo doctus in se semper divitias habet.
Simonides, qui scripsit egregium melos,
quo paupertatem sustineret facilius,
circum ire coepit urbes Asiae nobiles,
mercede accepta laudem victorum canens.
Hoc genere quaestus postquam locuples factus est,
redire in patriam voluit cursu pelagio;
erat autem, ut aiunt, natus in Cia insula.
ascendit navem; quam tempestas horrida
simul et vetustas medio dissolvit mari.
Hi zonas, illi res pretiosas colligunt,
subsidium vitae. Quidam curiosior:
“Simonide, tu ex opibus nil sumis tuis?”
“Mecum” inquit “mea sunt cuncta.”Tunc pauci enatant,
quia plures onere degravati perierant.
Praedones adsunt, rapiunt quod quisque extulit,
nudos relinquunt. Forte Clazomenae prope
antiqua fuit urbs, quam petierunt naufragi.
Hic litterarum quidam studio deditus,
Simonidis qui saepe versus legerat,
eratque absentis admirator maximus,
sermone ab ipso cognitum cupidissime
ad se recepit; veste, nummis, familia
hominem exornavit. Ceteri tabulam suam
portant, rogantes victum. Quos casu obvios
Simonides ut vidit: “Dixi” inquit “mea
mecum esse cuncta; vos quod rapuistis perit.

Wreck of a small boat in Nea Artaki, Euboea, Greece

Select Only What You Like from The Ancients

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Basil the Great, To Young Men 4

“Don’t be surprised if I have discovered something pretty profitable for those of you who go each day to teachers and the sayings of ancient men in the works they have left behind them. This is the very thing I have come for the purpose of telling you, that it is not necessary that you give up to these men for good the rudders of your understanding, the way you would a ship, to follow them wherever they lead. No, accept from them only as much as is useful and recognize what should be overlooked.”

Μὴ θαυμάζετε δὲ εἰ καὶ καθ᾿ ἑκάστην ἡμέραν εἰς διδασκάλους φοιτῶσι, καὶ τοῖς ἐλλογίμοις τῶν παλαιῶν ἀνδρῶν, δι᾿ ὧν καταλελοίπασι λόγων, συγγινομένοις ὑμῖν αὐτός τι παρ᾿ ἐμαυτοῦ λυσιτελέστερον ἐξευρηκέναι φημί. τοῦτο μὲν οὖν αὐτὸ καὶ ξυμβουλεύσων ἥκω, τὸ μὴ δεῖν εἰς ἅπαξ τοῖς ἀνδράσι τούτοις, ὥσπερ πλοίου, τὰ πηδάλια τῆς διανοίας ὑμῶν παραδόντας, ᾗπερ ἂν ἄγωσι, ταύτῃ συνέπεσθαι· ἀλλ᾿ ὅσον ἐστὶ χρήσιμον αὐτῶν δεχομένους, εἰδέναι τί χρὴ καὶ παριδεῖν.

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