The Strong and the Weak: Reading Some Thucydides For No Particular Reason

“These well-known speeches have so many unclear and odd phrases that they barely make sense….”

Ipsae illae contiones ita multas habent obscuras abditasque sententias vix ut intellegantur– Cicero, Orator 9.31

“One could easily count the number of people who are able to understand all of Thucydides, and even these people need to rely on a commentary from time to time.”

εὐαρίθμητοι γάρ τινές εἰσιν οἷοι πάντα τὰ Θουκυδίδου συμβαλεῖν, καὶ οὐδ’ οὗτοι χωρὶς ἐξηγήσεως γραμματικῆς ἔνια –Dionysius of Halicarnassus, On Thucydides 51

 

Thucydides, 5.89

“Now, we ourselves will not provide a discreditable length of arguments with noble words that we rule justly because we threw off the Persians or that we are attacking now because we were done wrong by you; nor do we think that you should think you are able to persuade us by claiming either that you did not campaign with the Lakedaimonians when you are their allies or that you did us no harm. No, we each should say what we think is possible to accomplish in truth, because we know that what is just is judged in human reasoning from equal compulsion: those who are in power do what they can and those who are weak allow it.”

ἡμεῖς τοίνυν οὔτε αὐτοὶ μετ᾽ ὀνομάτων καλῶν, ὡς ἢ δικαίως τὸν Μῆδον καταλύσαντες ἄρχομεν ἢ ἀδικούμενοι νῦν ἐπεξερχόμεθα, λόγων μῆκος ἄπιστον παρέξομεν, οὔθ᾽ ὑμᾶς ἀξιοῦμεν ἢ ὅτι Λακεδαιμονίων ἄποικοι ὄντες οὐ ξυνεστρατεύσατε ἢ ὡς ἡμᾶς οὐδὲν ἠδικήκατε λέγοντας οἴεσθαι πείσειν, τὰ δυνατὰ δ᾽ ἐξ ὧν ἑκάτεροι ἀληθῶς φρονοῦμεν διαπράσσεσθαι, ἐπισταμένους πρὸς εἰδότας ὅτι δίκαια μὲν ἐν τῷ ἀνθρωπείῳ λόγῳ ἀπὸ τῆς ἴσης ἀνάγκης κρίνεται, δυνατὰ δὲ οἱ προύχοντες πράσσουσι καὶ οἱ ἀσθενεῖς ξυγχωροῦσιν.

Here are some translations of the last few phrases:

Rex Warner: “the strong do what they have the power to do and the weak accept what they have to accept”.

Benjamin Jowett: “the powerful exact what they can, and the weak grant what they must”.

Thomas Hobbes “They that have odds of power exact as much as they can, and the weak yield to such conditions as they can get”

The recent translation below, to my taste, does a much better job of not forcing a parallelism into the objects of the last two phrases

Johanna Hanink (How to Think about War, 2019: 169): “We need to accomplish what we can on the basis of what we really think, each side fully aware that justice is only a factor in human decisions when the parties are on equal footing. Those in positions of power do what their power permits, while the weak have no choice but to accept it.”

The last phrases cause some fits because there is no clear object for the verb ξυγχωροῦσιν. Warner, Jowett, and Hobbes seem to have taken δυνατὰ with both πράσσουσι and ξυγχωροῦσιν. While Greek (and Thucydides) is certainly capable of implying this, I think Hanink’s translation is much better for this.

When I try to teach Greek prose analysis to students, I do what I learned from Hardy Hansen (yes, the Hardy Hansen): Kola kai kommata! Break the sentences into levels of subordination and try to find the rhythm and parallels. This speech is actually kind of simple on a structural level (for Thucydides). What makes it bedeviling are some of the individual phrases. I have moved a few phrases to show how the sense works:

ἡμεῖς τοίνυν οὔτε αὐτοὶ μετ᾽ ὀνομάτων καλῶν [λόγων μῆκος ἄπιστον παρέξομεν]

ὡς ἢ δικαίως τὸν Μῆδον καταλύσαντες ἄρχομεν

ἀδικούμενοι νῦν ἐπεξερχόμεθα,

οὔθ᾽ ὑμᾶς ἀξιοῦμεν [λέγοντας οἴεσθαι πείσειν]

ἢ ὅτι Λακεδαιμονίων ἄποικοι ὄντες οὐ ξυνεστρατεύσατε

ἢ ὡς ἡμᾶς οὐδὲν ἠδικήκατε

τὰ δυνατὰ δ᾽ ἐξ ὧν ἑκάτεροι ἀληθῶς φρονοῦμεν διαπράσσεσθαι,

ἐπισταμένους πρὸς εἰδότας [=acc. Subj of infinitive διαπράσσεσθαι in indirect discourse]

ὅτι δίκαια μὲν ἐν τῷ ἀνθρωπείῳ λόγῳ ἀπὸ τῆς ἴσης ἀνάγκης κρίνεται,

δυνατὰ δὲ οἱ προύχοντες πράσσουσι καὶ οἱ ἀσθενεῖς ξυγχωροῦσιν.

I am really unsure if it is possible to convey the [forced?] antithesis between δίκαια μὲν and δυνατὰ δὲ in English! (Or what about the repetition τὰ δυνατὰ…δυνατὰ δὲ ?). But, you know, Thucydides is trying to give an idea of the kinds of things people were likely to say….

Thucydides, 1.22

“In respect to however many speeches individuals made, either when they were about to start the war or were already in it, it is hard for me to replicate with precision what was said—and this applies both to the things I heard myself and those from people reported them to me from elsewhere. So the speeches are presented as each speaker would seem to speak most appropriately about the material at hand, and when I am able to, as close as possible to the total sense of what was actually said.”

Καὶ ὅσα μὲν λόγῳ εἶπον ἕκαστοι ἢ μέλλοντες πολεμήσειν ἢ ἐν αὐτῷ ἤδη ὄντες, χαλεπὸν τὴν ἀκρίβειαν αὐτὴν τῶν λεχθέντων διαμνημονεῦσαι ἦν ἐμοί τε ὧν αὐτὸς ἤκουσα καὶ τοῖς ἄλλοθέν ποθεν ἐμοὶ ἀπαγγέλλουσιν· ὡς δ᾿ ἂν ἐδόκουν μοι ἕκαστοι περὶ τῶν αἰεὶ παρόντων τὰ δέοντα μάλιστ᾿ εἰπεῖν, ἐχομένῳ ὅτι ἐγγύτατα τῆς ξυμπάσης γνώμης τῶν ἀληθῶς λεχθέντων, οὕτως εἴρηται·

Are We The Baddies GIFs - Find & Share on GIPHY

Some other frightening moments:

92-93

Melians: How could it prove as useful to us to be slaves as it is for you to rule us?

Athenians: Because it would be beneficial for you to avoid suffering the most awful things and we would profit by not having to destroy you.

XCII. ΜΗΛ. Καὶ πῶς χρήσιμον ἂν ξυμβαίη ἡμῖν δουλεῦσαι, ὥσπερ καὶ ὑμῖν ἄρξαι;

XCIII. ΑΘ. Ὅτι ὑμῖν μὲν πρὸ τοῦ τὰ δεινότατα παθεῖν ὑπακοῦσαι ἂν γένοιτο, ἡμεῖς δὲ μὴ διαφθείραντες ὑμᾶς κερδαίνοιμεν ἄν.

107

Athenians: Don’t you believe that security is rooted in self-interest, while justice and nobility are pursued with some risk?’

Οὔκουν οἴεσθε τὸ ξυμφέρον μὲν μετὰ ἀσφαλείας εἶναι, τὸ δὲ δίκαιον καὶ καλὸν μετὰ κινδύνου δρᾶσθαι·

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?

Knowing Helps and Hurts a Lot Too: Some Sayings for Back to School

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 how 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

“Men 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.

“Learn As Long As You Are Ignorant”: Seneca on What He Has to Teach

Seneca, Moral Epistles 76.3-5

“People of every age enter this classroom. “Do we grow old only to follow the young?” When I go into the theater as an old man and I am drawn to the racetrack and no fight is finished without me, shall I be embarrassed to go to a philosopher? You must learn as long as you are ignorant—if we may trust the proverb. And nothing is more fit to the present than this: as long as you live you must learn how to live. Nevertheless, there is still something which I teach there. You ask, what may I teach? That an old man must learn too.

But the human race still shames me every time I enter the school. Near to that theater of the Neapolitans, I have to pass that house of Metronax. There, the place is packed too as with a burning desire they judge who is the best flute player. The Greek horn and a herald bring a crowd. But in the place where we seek what a good man is, where how to be a good man may be learned, the smallest audience sits and they seem to most people to be up to no good in their pursuit. They are called useless and lazy. May such derision touch me. For the insults of the ignorant should be heard with a gentle mind. Contempt itself must be held in contempt as we journey toward better things.”

Omnis aetatis homines haec schola admittit. “In hoc senescamus, ut iuvenes sequamur?” In theatrum senex ibo et in circum deferar et nullum par sine me depugnabit ad philosophum ire erubescam?

Tamdiu discendum est, quamdiu nescias; si proverbio credimus, quamdiu vivas. Nec ulli hoc rei magis convenit quam huic: tamdiu discendum est, quemadmodum vivas, quamdiu vivas. Ego tamen illic aliquid et doceo. Quaeris, quid doceam? Etiam seni esse discendum. Pudet autem me generis humani, quotiens scholam intravi. Praeter ipsum theatrum Neapolitanorum, ut scis, transeundum est Metronactis petenti domum. Illud quidem fartum est et ingenti studio, quis sit pythaules bonus, iudicatur; habet tubicen quoque Graecus et praeco concursum. At in illo loco, in quo vir bonus quaeritur, in quo vir bonus discitur, paucissimi sedent, et hi plerisque videntur nihil boni negotii habere quod agant; inepti et inertes vocantur. Mihi contingat iste derisus; aequo animo audienda sunt inperitorum convicia et ad honesta vadenti contemnendus est ipse contemptus.

old man with coffee mean saying in Latin ""You ask, what may I teach? That an old man must learn too.""

 

“Give the Child a Book and Order Them to Read”

Polybius, Histories 10.47 7-12

“There are many other examples which provide proof for this, but the clearest one of all is that from reading. In this case, if someone sets a person who is illiterate and unaccustomed to reading but not a fool and then place next to him a child who can read, give the child a book and order them to read what is written, it is clear that the man would not be able to believe that while reading one must first understand the image of each letter, then the value of its sound, and then the possible combinations with other letters, all things that require a great deal of time.

When he sees the child reading without pausing seven or five lines, he will not easily be able to believe that the child has not read the book before. He will straight out deny it if the reader observes the rhythm, the pauses, the rough breathings and the smooth breathings too. We should not bar for ourselves, then, anything which is useful because it appears to be difficult at first. No, we must use the force of habit, the means by which humans achieve all good things and even more so when it concerns the matters upon which our very safety depends.”

τοῦ δὲ τοιούτου λόγου παραδείγματα μὲν πολλὰ καὶ ἕτερα πρὸς πίστιν, ἐναργέστατον δὲ τὸ γινόμενον ἐπὶ τῆς ἀναγνώσεως. ἐπὶ γὰρ ἐκείνης, εἴ τις παραστησάμενος ἄνθρωπον ἄπειρον μὲν καὶ ἀσυνήθη γραμματικῆς, τἄλλα δ᾿ ἀγχίνουν, κἄπειτα παιδάριον ἕξιν ἔχον παραστήσας καὶ δοὺς βυβλίον κελεύοι λέγειν τὰ γεγραμμένα, δῆλον ὡς οὐκ ἂν δύναιτο πιστεῦσαι διότι <δεῖ> πρῶτον ἐπὶ τὰς ὄψεις τὰς ἑνὸς ἑκάστου τῶν γραμμάτων ἐπιστῆσαι τὸν ἀναγινώσκοντα, δεύτερον ἐπὶ τὰς δυνάμεις, τρίτον ἐπὶ τὰς πρὸς ἄλληλα συμπλοκάς, ὧν ἕκαστον ποσοῦ χρόνου τινὸς δεῖται.διόπερ ὅταν ἀνεπιστάτως θεωρῇ τὸ παιδάριον ὑπὸ τὴν ἀναπνοὴν ἑπτὰ καὶ πέντε στίχους συνεῖρον, οὐκ ἂν εὐχερῶς δύναιτο πιστεῦσαι διότι πρότερον οὗτος οὐκ ἀνέγνωκε τὸ βυβλίον· εἰ δὲ καὶ τὴν ὑπόκρισιν καὶ τὰς διαιρέσεις, ἔτι δὲ δασύτητας καὶ ψιλότητας δύναιτο συσσῴζειν, οὐδὲ τελέως. διόπερ οὐκ ἀποστατέον οὐδενὸς τῶν χρησίμων διὰ τὰς προφαινομένας δυσχερείας, προσακτέον δὲ τὴν ἕξιν, ᾗ πάντα τὰ καλὰ γίνεται θηρατὰ τοῖς ἀνθρώποις, ἄλλως τε καὶ περὶ τῶν τοιούτων, ἐν οἷς πολλάκις κεῖται τὸ συνέχον τῆς σωτηρίας.

Image result for ancient greek child reading

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

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

Students without Teaching

Plato, Phaedrus 274e-275a (go here for the full dialogue)

Socrates is telling a story of the invention of writing in Egypt

“When it came to the written letters, Theuth said, ‘This training, King, will make Egyptians wiser and will give them stronger memories: for it is a drug for memory and wisdom!’ But the king replied, “Most inventive Theuth, one man is able to create technology, but another judges how much harm and benefit it brings to those who use it. Just so now you, who are father of letters, declare the opposite of what they are capable because of your enthusiasm.

This craft will engender forgetfulness in the minds of those who learn it from the disuse of the memory since they will trust external writing struck by others, no longer recalling their own thoughts within them. You have discovered a drug for reminding, not one for memory; you will offer students the reputation of wisdom but not the true thing. For many who become students without instruction will seem to know a lot when they are mostly ignorant and difficult to be around, since they have become wise for appearance instead of wise in truth.’

Ph. Socrates, you can easily make up any story about Egypt that you want to…”

ἐπειδὴ δ’ ἐπὶ τοῖς γράμμασιν ἦν, Τοῦτο δέ, ὦ βασιλεῦ, τὸ μάθημα, ἔφη ὁ Θεύθ,

σοφωτέρους Αἰγυπτίους καὶ μνημονικωτέρους παρέξει, μνήμης τε γὰρ καὶ σοφίας φάρμακον εὑρέθη. ῾Ο δ’ εἶπεν, ῏Ω τεχνικώτατε Θεύθ, ἄλλος μὲν δυνατὸς τεκεῖν τὰ τέχνης, ἄλλος δὲ κρῖναι, τίν’ ἔχει μοῖραν βλάβης τε καὶ ὠφελείας τοῖς μέλλουσι χρῆσθαι. Καὶ νῦν σὺ πατὴρ ὢν γραμμάτων δι’ εὔνοιαν τοὐναντίον εἶπες ἢ δύναται. Τοῦτο γὰρ τῶν μαθόντων λήθην μὲν ἐν ψυχαῖς παρέξει, μνήμης ἀμελετησίᾳ, ἅτε διὰ πίστιν γραφῆς ἔξωθεν ὑπ’ ἀλλοτρίων τύπων, οὐκ ἔνδοθεν αὐτοὺς ὑφ’ αὑτῶν ἀναμιμνησκομένους. Οὐκοῦν οὐ μνήμης ἀλλ’ ὑπομνήσεως φάρμακον εὗρες, σοφίας δὲ τοῖς μαθηταῖς δόξαν οὐκ ἀλήθειαν πορίζεις. πολυήκοοι γάρ σοι γενόμενοι ἄνευ διδαχῆς πολυγνώμονες εἶναι δόξουσιν, ἀγνώμονες ὡς ἐπὶ πλῆθος ὄντες καὶ χαλεποὶ ξυνεῖναι, δοξόσοφοι γεγονότες ἀντὶ σοφῶν.

ὦ Σώκρατες, ῥᾳδίως σὺ Αἰγυπτίους καὶ ὁποδαποὺς ἂν ἐθέλῃς λόγους ποιεῖς.

Image result for Ancient Egyptian writing

“Give the Child a Book and Order Them to Read”

Polybius, Histories 10.47 7-12

“There are many other examples which provide proof for this, but the clearest one of all is that from reading. In this case, if someone sets a person who is illiterate and unaccustomed to reading but not a fool and then place next to him a child who can read, give the child a book and order them to read what is written, it is clear that the man would not be able to believe that while reading one must first understand the image of each letter, then the value of its sound, and then the possible combinations with other letters, all things that require a great deal of time.

When he sees the child reading without pausing seven or five lines, he will not easily be able to believe that the child has not read the book before. He will straight out deny it if the reader observes the rhythm, the pauses, the rough breathings and the smooth breathings too. We should not bar for ourselves, then, anything which is useful because it appears to be difficult at first. No, we must use the force of habit, the means by which humans achieve all good things and even more so when it concerns the matters upon which our very safety depends.”

τοῦ δὲ τοιούτου λόγου παραδείγματα μὲν πολλὰ καὶ ἕτερα πρὸς πίστιν, ἐναργέστατον δὲ τὸ γινόμενον ἐπὶ τῆς ἀναγνώσεως. ἐπὶ γὰρ ἐκείνης, εἴ τις παραστησάμενος ἄνθρωπον ἄπειρον μὲν καὶ ἀσυνήθη γραμματικῆς, τἄλλα δ᾿ ἀγχίνουν, κἄπειτα παιδάριον ἕξιν ἔχον παραστήσας καὶ δοὺς βυβλίον κελεύοι λέγειν τὰ γεγραμμένα, δῆλον ὡς οὐκ ἂν δύναιτο πιστεῦσαι διότι <δεῖ> πρῶτον ἐπὶ τὰς ὄψεις τὰς ἑνὸς ἑκάστου τῶν γραμμάτων ἐπιστῆσαι τὸν ἀναγινώσκοντα, δεύτερον ἐπὶ τὰς δυνάμεις, τρίτον ἐπὶ τὰς πρὸς ἄλληλα συμπλοκάς, ὧν ἕκαστον ποσοῦ χρόνου τινὸς δεῖται.διόπερ ὅταν ἀνεπιστάτως θεωρῇ τὸ παιδάριον ὑπὸ τὴν ἀναπνοὴν ἑπτὰ καὶ πέντε στίχους συνεῖρον, οὐκ ἂν εὐχερῶς δύναιτο πιστεῦσαι διότι πρότερον οὗτος οὐκ ἀνέγνωκε τὸ βυβλίον· εἰ δὲ καὶ τὴν ὑπόκρισιν καὶ τὰς διαιρέσεις, ἔτι δὲ δασύτητας καὶ ψιλότητας δύναιτο συσσῴζειν, οὐδὲ τελέως. διόπερ οὐκ ἀποστατέον οὐδενὸς τῶν χρησίμων διὰ τὰς προφαινομένας δυσχερείας, προσακτέον δὲ τὴν ἕξιν, ᾗ πάντα τὰ καλὰ γίνεται θηρατὰ τοῖς ἀνθρώποις, ἄλλως τε καὶ περὶ τῶν τοιούτων, ἐν οἷς πολλάκις κεῖται τὸ συνέχον τῆς σωτηρίας.

Image result for ancient greek child reading

Milk, Wine, and Rambling On

Galen, Hygiene 347k-348K

“I guess I’ve talked about milk and wine for a little longer than is strictly needed. Really, it is better, once someone has said what benefit the elderly get from these drinks, to indicate what has already been taught about the selection of the material and how diluted each of them should be and especially on the differences of each—once we’ve established that the warmer and more urine-producing wines are better for the elderly and that we shouldn’t give milk to everyone, but only those who can digest well and don’t sense any problem with their right hypochondrium.

But thanks to the lack of effort of those who are too lazy to read the books where more is written about the substance of cures we sometimes have to drag out our explanations. So, hopefully someone will pardon my style of teaching, that I am not precise and brief in the approaches I have generally taken.”

καὶ νῦν γέ μοι δοκῶ μακρότερον ἢ δεῖ τοῖς ἐνεστῶσι διεληλυθέναι περί τε γάλακτος καὶ οἴνων. ἄμεινον γὰρ ἦν εἰπόντα τὴν ἐξ αὐτῶν ὠφέλειαν τοῖς γέρουσι γινομένην ἐπὶ τὴν τῆς ὕλης ἐκλογὴν ἀποπέμψαι τὸν ἤδη μεμαθηκότα τάς τε κοινὰς δυνάμεις καθ’ ἑκάτερον αὐτῶν καὶ τὰς ἐν μέρει διαφοράς, ἐπὶ μὲν τῶν οἴνων εἰπόντα τὰς διαφορὰς τοὺς θερμοτέρους τε καὶ οὐρητικωτέρους ἀμείνους εἶναι τοῖς γέρουσι, ἐπὶ δὲ τοῦ γάλακτος, ὡς οὐδὲ πᾶσι δοτέον, ἀλλὰ μόνοις ὅσοι γε πέττουσιν αὐτὸ καλῶς καὶ συμπτώματος οὐδενὸς αἰσθάνονται κατὰ τὸ δεξιὸν ὑποχόνδριον. ἐπεὶ δ’ ἔστιν ὅτε διὰ τὴν πολλῶν ὀλιγωρίαν οὐχ ὑπομενόντων ἀναγινώσκειν τὰ βιβλία, δι’ ὧν ἐπὶ πλέον ὑπὲρ τῆς τῶν βοηθημάτων ὕλης λέλεκται, μηκύνειν ἀναγκαζόμεθα πολλάκις, εἰκότως ἄν τις ἡμῖν καὶ νῦν συγγνοίη τοῦ τρόπου τῆς διδασκαλίας, οὐ κατὰ τὴν ἀκριβῆ βραχυλογίαν ἐπὶ ταῖς καθόλου μεθόδοις προερχομένοις.

If you have children, these are the most precious substances in the world. (From https://commons.wikimedia.org/wiki/File:Red_Wine_%26_Milk.jpg)

The Annoying Liberal Arts

Seneca, Moral Epistle 88

“But, truly, the knowledge of many disciplines is pleasurable”. Ok, then, let’s keep only what is necessary from these arts. Do you think that the person who considers superficial matters equal to useful ones and for this reason makes his home a museum of expensive products is reprehensible but not the man who is obsessed with the superfluous aspects of academia? To want to know more than is enough is a kind of excessive delusion.

Why? Well, this extreme pursuit of the liberal arts makes people annoying, wordy, bad-mannered, and overly self-satisfied, even though they have not learned the basics because they pursue the useless.

The scholar Didymus wrote four thousand books. I would pity him if had only read that many useless works. In these books he searched for Homer’s homeland, the real mother of Aeneas, whether Anacreon is more licentious or just drunk, whether Sappho was promiscuous and other various questions which, if you learned them, would have been necessarily forgotten. Go on, don’t say life is long. No, when you turn to your own people too, I will show you many things which should be pruned back with an ax.”

“At enim delectat artium notitia multarum.” Tantum itaque ex illis retineamus, quantum necessarium est. An tu existimas reprendendum, qui supervacua usibus conparat et pretiosarum rerum pompam in domo explicat, non putas eum, qui occupatus est in supervacua litterarum supellectile? Plus scire velle quam sit satis, intemperantiae genus est.

Quid? Quod ista liberalium artium consectatio molestos, verbosos, intempestivos, sibi placentes facit et ideo non discentes necessaria, quia supervacua didicerunt. Quattuor milia librorum Didymus grammaticus scripsit. Misererer, si tam multa supervacua legisset. In his libris de patria Homeri quaeritur, in his de Aeneae matre vera, in his libidinosior Anacreon an ebriosior vixerit, in his an Sappho publica fuerit, et alia, quae erant dediscenda, si scires. I nunc et longam esse vitam nega. Sed ad nostros quoque cum perveneris, ostendam multa securibus recidenda.

These are themes close to the old man’s heart, elsewhere too:

Seneca, De Brevitate Vitae 13

“This sickness used to just afflict the Greeks, to discover the number of oars Odysseus possessed, whether the Iliad was written before the Odyssey, whether the poems belong to the same author, and other matters like this which, if you keep them to yourself, cannot please your private mind; but if you publish them, you seem less learned than annoying.”

Graecorum iste morbus fuit quaerere, quem numerum Ulixes remigum habuisset, prior scripta esset Ilias an Odyssia, praeterea an eiusdem essent auctoris, alia deinceps huius notae, quae sive contineas, nihil tacitam conscientiam iuvant sive proferas, non doctior videaris sed molestior.

Seneca, Moral Epistle 108

“But some error comes thanks to our teachers who instruct us how to argue but not how to live; some error too comes from students, who bring themselves to teachers not for the nourishing of the soul, but the cultivation of our wit. Thus what was philosophy has been turned into philology.”

Sed aliquid praecipientium vitio peccatur, qui nos docent disputare, non vivere, aliquid discentium, qui propositum adferunt ad praeceptores suos non animum excolendi, sed ingenium. Itaque quae philosophia fuit, facta philologia est.

Image result for medieval manuscript animal teacher
ca. 1350 | The Morgan Library & Museum

J.E. Sandys, A History of Classical Scholarship (Ausonius)

“It is difficult to imagine that a man capable of writing such trifles as these (not to mention his lines on the Caesars and on celebrated cities) had some ten years previously (in 378 a.d.) filled the splendid position of praetorian praefect of the provinces of Gaul (an official whose sway extended even over Spain and the opposite coast of Africa, and over the southern part of Britain), and, in the four years between 376 and 380, had seen his father honorary praefect of lllyricum, his son and son-in-law proconsuls of Africa, and his nephew praefect of Rome. It seems as if, on his return to the scenes of his early work as a professor at Bordeaux, the praefect relapsed into the ‘ grammarian ‘, spending his time on learned trifles, which are among the least important products of scholarship, and consoling himself in his tedious task by recalling Virgil’s famous phrase: — ‘in tenui labor, at tenuis non gloria’. We may regret that Ausonius does not appear to have used his great opportunities for reforming the educational system which prevailed in the schools of the Western Empire, and thus rendering a lasting service to the cause of learning; but we may allow him the credit of having possibly inspired the memorable decree promulgated by Gratian in 376, which improved the status of public instructors by providing for the appointment of teachers of rhetoric and of Greek and Latin ‘ grammar ‘ in the principal cities of Gaul, and fixing the amount of their stipends ‘. “