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Title: Aristotle and Ancient Educational Ideals
Author: Thomas Davidson
Release Date: August 21, 2012 [EBook #40552]
Language: English
Character set encoding: UTF-8
*** START OF THIS PROJECT GUTENBERG EBOOK ARISTOTLE AND ANCIENT ***
COPYRIGHT, 1892, BY
CHARLES SCRIBNER'S SONS.
PREFACE
In undertaking to treat of Aristotle as the expounder of ancient
educational ideas, I might, with Kapp's _Aristoteles' Staatspaedagogik_
before me, have made my task an easy one. I might simply have presented
in an orderly way and with a little commentary, what is to be found on
the subject of education in his various works--Politics, Ethics,
Rhetoric, Poetics, etc. I had two reasons, however, for not adopting
this course: (1) that this work had been done, better than I could do
it, in the treatise referred to, and (2) that a mere restatement of what
Aristotle says on education would hardly have shown his relation to
ancient pedagogy as a whole. I therefore judged it better, by tracing
briefly the whole history of Greek education up to Aristotle and down
from Aristotle, to show the past which conditioned his theories and the
future which was conditioned by them. Only thus, it seemed to me, could
his teachings be seen in their proper light. And I have found that this
method has many advantages, of which I may mention one. It has enabled
me to show the close connection that existed at all times between Greek
education and Greek social and political life, and to present the one
as the reflection of the other. And this is no small advantage, since it
is just from its relation to the whole of life that Greek education
derives its chief interest for us. We can never, indeed, return to the
purely political education of the Greeks; they themselves had to abandon
that, and, since then,
A boundless hope has passed across the earth-a hope which gives our education a meaning and a scope far wider than
any that the State aims at; but in these days, when the State and the
institution which embodies that hope are contending for the right to
educate, it cannot but aid us in settling their respective claims, to
follow the process by which they came to have distinct claims at all,
and to see just what these mean. This process, the method which I have
followed has, I hope, enabled me, in some degree, to bring into
clearness. This, at all events, has been one of my chief aims.
In treating of the details of Greek educational practice, I have been
guided by a desire to present only, or mainly, those which contribute to
make up the complete picture. For this reason I have omitted all
reference to the training for the Olympic and other games, this (so it
seems to me) being no essential part of the system.
It would have been easy for me to give my book a learned appearance, by
checkering its pages with references to ancient authors, or quotations,
in the original, from them; but this has seemed to me both unnecessary
and unprofitable in a work intended for the general public. I have,
therefore, preferred to place at the heads of the different chapters,
in English mostly, such quotations as seemed to express, in the most
striking way, the spirit of the different periods and theories of Greek
education. Taken together, I believe these quotations will be found to
present a fairly definite outline of the whole subject.
In conclusion, I would say that, though I have used a few modern works,
such as those of Kapp and Grasberger, I have done so almost solely for
the sake of finding references. In regard to every point I believe I
CONTENTS
BOOK I.
INTRODUCTORY.
PAGE
CHAPTER I.
Character and Ideal of Greek Education
CHAPTER II.
Branches of Greek Education
CHAPTER III.
Conditions of Education
CHAPTER IV.
Subjects of Education
12
CHAPTER V.
Education as Influenced by Time, Place,
and Circumstances
15
CHAPTER VI.
Epochs in Greek Education
26
BOOK II.
THE HELLENIC PERIOD (B.C. 776-338).
PART I.
_THE "OLD EDUCATION"_ (B.C. 776-480).
CHAPTER I.
Education for Work and Leisure
CHAPTER II.
33
38
CHAPTER III.
Dorian or Spartan Education
41
CHAPTER IV.
Pythagoras
52
CHAPTER V.
Ionian or Athenian Education
(1) Family Education
(2) School Education
() Music l ( nd Liter ry) Educ tion
() Gymn stics, or Bodily Tr ining
() Dancin
(3) Collee Education
(4) University Education
60
64
67
72
77
82
85
90
PART II.
_THE "NEW EDUCATION"_ (B.C. 480-338).
CHAPTER I.
Individualism and Philosophy
93
CHAPTER II.
Xenophon
114
CHAPTER III.
Plato
133
BOOK III.
ARISTOTLE (B.C. 384-322).
CHAPTER I.
His Life and Works
153
CHAPTER II.
His Philosophy
161
CHAPTER III.
His Theory of the State
166
CHAPTER IV.
His Pedaoical State
172
CHAPTER V.
Education durin the first Seven Years
184
CHAPTER VI.
Education from Seven To Twenty-one
188
CHAPTER VII.
Education after Twenty-one
200
BOOK IV.
THE HELLENISTIC PERIOD (B.C. 338-A.D. 313).
CHAPTER I.
From Ethnic to Cosmopolitan Life
205
CHAPTER II.
Quintilian and Rhetorical Education
214
CHAPTER III.
Plotinus and Philosophic Education
225
CHAPTER IV.
Conclusion
231
APPENDIX.
The Seven Liberal Arts
239
BIBLIOGRAPHY
249
INDEX
253
BOOK I
INTRODUCTORY
ERRATA.
Pae 19, line 5 from below, insert 102.
53, " 6 "
"
" 133.
181, " 14 "
"
for "and" read "or."
250, " 11 "
"
" "Watsno" read "Watson."
ARISTOTLE
CHAPTER I
CHARACTER AND IDEAL OF GREEK EDUCATION
Nothin in excess!--Solon.
CHAPTER II
BRANCHES OF GREEK EDUCATION
Wih h h agd ca-bon Plus sn m on h day whon fom
Phhia o Agammnon h sn h, a m boy, no y acquaind
wih muual wa o councils, in which mn is o disincion--fo
his nd h sn m foh o ach h all hs hings, o b a
spak of wods and a do of dds.--(_Phnix in_) Hom.
Abov all and by vy mans w povid ha ou ciizns shall hav
good souls and song bodis.--Lucian.
Lif is h oiginal school--lif, domsic and social. All oh
schools mly xcis funcions dlgad by h family and by
sociy, and i is no unil h la has achd such a sa of
complicaion as o ncssia a division of labo ha spcial schools
xis. Among h Homic Gks w find no mnion of schools, and h
only pson codd as having had a uo is Achills, who was sn
away fom hom so aly in lif as o b dpivd of ha ducaion
which h would naually hav civd fom his fah. In wha ha
ducaion consisd, w lan fom h fis quoaion a h had of
his chap. I consisd in such aining as would mak h pupil "a
spak of wods and a do of dds"--a man loqun and psuasiv in
council, and bav and solu on h fild of bal. Fo hs nds
h quid, as Lucian says, a good soul and a song body.
Ths xpssions mak h wo ga divisions ino which Gk
ducaion a all piods fll--MENTAL EDUCATION and PHYSICAL
EDUCATION--as wll as hi oiginal aims, viz. goodnss (ha is,
bavy) of soul and sngh of body. As im wn on, hs aims
undwn considabl changs, and consqunly h mans fo aaining
hm considabl modificaions and xnsions. Physical ducaion aimd
mo and mo a bauy and gac, insad of sngh, whil mnal
ducaion, in is ffo o xnd islf o all h pows of h mind,
dividd islf ino liay and musical ducaion.
As w hav sn, h Gks aimd a dvloping all h pows of h
human bing in du popoion and hamony. Bu, in cous of im, hy
discovd ha h human cau coms ino h wold wih his pows,
no only undvlopd, bu alady disodd and inhamonious; ha no
only do h gms of manhood qui o b cafully wachd and ndd,
bu also ha h gound in which hy a o gow mus b clad fom
an ovgowh of choking wds, bfo ducaion can b undakn wih
any hop of succss. This claing pocss was calld by h la
Gks _Kahasis_, o Pugaion, and playd an v-incasing pa in
hi pdagogical sysms. I was supposd o do fo man's moional
nau wha Mdicin undook o do fo his body. Th mans mployd
w mainly music and h kindd as, which h ancins blivd o
x wha w should now call a dmonic ffc upon h soul, dawing
off h xciing causs of disubing passion, and laving i in
CHAPTER III
CONDITIONS OF EDUCATION
Sme hl
th t men becme g
by n t re, ther by tr ining, ther
by intr ctin. The rt th t i
e t n t re bvi ly
e nt
een
n , b t i im rte
thr gh cert in
ivine c e t the
tr ly frt n te.--Arittle.
It i nt merely begetting th t m ke the f ther, b t l the
im rting f nble e
c tin.--Jhn Chrytm.
There re tw rt f e
c tin, the ne
ivine, the ther h m n.
The
ivine i gre t n
trng n
e y; the h m n m ll n
we k
n
beet with m ny
nger n
el in. Neverthele, the l tter
m t be
e
t the frmer, if
right re lt i t be
re che
.--Din Chrytm.
The me thing th t we re wnt t ert reg r
ing the rt n
cience, m y be erte
reg r
ing mr l wrth, viz. th t the
r
ctin f cmletely j t ch r cter
em n
three
cn
itin--n t re, re n, n
h bit. By "re n" I me n
intr ctin, by "h bit," tr ining.... N t re with t intr ctin i
blin
; intr ctin with t n t re, helle; exercie (tr ining)
with t bth, imle.--Pl t rch.
T the re liz tin f their i
e l in ny in
ivi
l the Greek cnceive
three cn
itin t be nece ry, (1) nble n t re, (2) eritent
exercie r tr ining in right ctin, (3) c ref l intr ctin. If ny
ne f thee w l cking, the highet re lt c l
nt be tt ine
.
(1) T be well r nbly brn w reg r
e
by the Greek ne f the
bet gift f the g
. Arittle
efine nble birth " ncient we lth
n
wrth," n
thi f irly en gh exree the Greek view gener lly.
N t r lly en gh, therefre, the Greek in m rrying lke
bve ll
thing t the ch nce f wrthy ffring. In
ee
, it m y be f irly
i
th t the re f the Greek in m rri ge w , nt m ch t
wrthy mther fr hi
ec re helmeet fr himelf t fin
chil
ren. In Greece, everywhere ele in the ncient wrl
, m rri ge
w lke
n lely n rr ngement fr the rcre tin n
re ring
f ffring. The rm ntic, thlgic l lve-element, which l y
imrt nt rt in m
ern m tch-m king, w lmt entirely bent
mng the Greek. Wh t lve there w , me
either the nble frm f
enth i tic frien
hi r the b e ne f free l t. In ite f thi,
n
f the f ct th t wm n w reg r
e
me n n
nt n en
,
the rel tin between Greek h b n
n
wive were very ften ch
t ren
er the f mily chl f virt e fr the chil
ren. They were
nble, weet, n
trng,-- ll the mre , it h l
eem, th t they
were b e
, nt n
el ive entiment lity, b t n re n n
ene f recirc l
ty.
(2) The v l e f exercie, r ctice, h bit tin, eem t h ve been f r
better n
ert
by the ncient th n by the m
ern. Wh tever m n
h t
, be it e king, wimming, l ying, r fighting, he c n le rn
nly by
ing it; thi w
niver lly ccete
m xim. The m
ern
h bit f trying t te ch l ng ge n
virt e by r le, nt rece
e
by
extenive r ctice, w l
h ve eeme
t the ncient b r
the
ntin th t m n c l
le rn t wim befre ging int the w ter.
Pr ctice firt; thery fterw r
:
the
ee
, n
ye h ll knw f
the
ctrine-- i
ncient Wi
m, t which the ntin th t chil
ren
h l
nt be c lle
n t erfrm ny ct, r bmit t ny
retrictin, with t h ving the gr n
theref exl ine
t them, w l
h ve eeme
the cmlete inverin f ll cientific meth
. It w by
initing n cert in r ctice in chil
ren, n the gr n
f imle
thrity, th t the ncient ght t inc lc te the virt e f
reverence fr exerience n
wrth, n
reect fr l w.
(3) The wrk beg n by n t re, n
cntin e
by h bit r exercie, w
cmlete
n
crwne
by intr ctin. Thi h
, ccr
ing t the Greek,
tw f nctin, (_ _) t m ke ctin free, by m king it r tin l, (_b_)
t m ke ible n
v nce t rigin l ctin. N t re n
h bit left
men thr ll, gverne
by intinct n
recritin; intr ctin,
revel tin f the gr n
f ctin, et them free. S ch free
m, b e
l.
CHAPTER I
SUBJECTS FOR EDUCATION
It i right th t Greek h l
r le ver b rb ri n, b t nt
b rb ri n ver Greek; fr the re l ve, b t thee re free
men.--E rii
e.
B rb ri n n
l ve re by n t re the me.--Arittle.
N t re en
e vr t m ke the b
ie f freemen n
l ve
ifferent;
the l tter trng fr nece ry e, the frmer erect n
ele
fr ch er tin, b t ef l fr litic l life.... It i
evi
ent, then, th t by n t re me men re free, ther l ve, n
j t.--_I
._
Intr ctin, th gh it l inly h wer t
irect n
tim l te the
gener mng the y ng ... i l inly werle t t rn the
m f men t nbility n
g
ne (_K lk g thi _). Fr it i nt
in their n t re t be g i
e
by reverence, b t by fe r, nr t
bt in frm lw thing bec e they re
igr cef l, b t (nly)
bec e they ent il nihment.--_I
._
In thinking f Greek e
c tin f rnihing ible m
el fr
m
ern, there i ne int which it i imrt nt t be r in min
: Greek
e
c tin w inten
e
nly fr the few, fr the we lthy n
well-brn.
Un ll ther, n l ve, b rb ri n, the wrking n
tr
ing
cl e, n
gener lly n ll ern en
ing their live in r it
f we lth r ny riv te en
wh tever, it w l
h ve eeme
t be
thrwn w y. Even well-brn wmen were gener lly excl
e
frm mt f
it benefit. The bject f e
c tin were the n f f ll citizen,
themelve re ring t be f ll citizen, n
t exercie ll the
f nctin f ch. The
tie f ch ern were cmletely mme
n
er tw he
,
tie t the f mily n
tie t the St te, r,
the Greek i
, cnmic n
litic l
tie. The free citizen nt
nly cknwle
ge
n ther
tie bei
e thee, b t he lke
wn n
ern wh ght cc tin in ny ther here. cnmy n
Plitic,
hwever, were very cmrehenive term. The frmer incl
e
the three
rel tin f h b n
t wife, f ther t chil
ren, n
m ter t l ve
n
rerty; the l tter, three blic f nctin, legil tive,
minitr tive, n
j
ici ry. All cc tin nt incl
e
n
er thee
ix he
the free citizen left t l ve r rei
ent freigner.
Mney-m king, in the m
ern ene, he
eie
, n
, if he
evte
himelf t rt r hilhy, he
i
nly fr the benefit f the
St te. If he imrve
the trimny which w the cn
itin f hi free
citizenhi, he
i
, nt by ch ffering r mney-len
ing, b t by
j
ici m n gement, n
by kin
ly, b t firm, tre tment f hi l ve.
If he erfrme
ny gre t rtitic ervice t the St te--fr ex mle, if
he wrte tr ge
y fr St te religi fetiv l ( n
l y were never
written fr ny ther re)--the nly rew r
he lke
frw r
t w
crwn f live r l rel n
the reect f hi fellw-citizen.
The Greek
ivi
e
m nkin
, in ll the rel tin f life, int tw
gverne
, n
cni
ere
the frmer
thi i right"; n
t l ve: "Sl ve, be be
ient nt them th t
ccr
ing t the fleh re y r m ter with fe r n
trembling, in
inglene f he rt, nt Chrit."
CHAPTER
EDUCATION AS INFLUENCED BY TIME, PLACE, AND CIRCUMSTANCES
The ec li r ch
et blihe it
Since the whle
there h l
be
E
c tin mng the Greek, mng every ther rgreive ele,
v rie
with time n
circ mt nce. The e
c tin f the Hmeric Greek
w nt th t f the Atheni n in the
y f Arittle, nr the l tter
the me the e
c tin f the cntemr ry S rt n r Theb n.
Mrever, the e
c tin ct lly im rte
w nt the me th t
em n
e
r recmmen
e
by hilher n
writer n e
ggic. It i
tr e th t the im w lw y the me; Wrth, Excellence,
F ir- n
-G
ne (, ); but this w s differenty
cnceived nd differenty striven fter t different times nd in
different p ces.
Amn the Hmeric Grees, s we h ve seen, educ tin, bein purey
pr ctic , imin ny t m in its subject " spe er f wrds nd
der f deeds," w s c
uired in the ctu intercurse nd strues f
ife. The simpe cnditins f their existence dem nded n ther
educ tin nd, cnse
uenty, n speci educ tin institutins. These
cnditins, s described by Hmer, thuh by n me ns b rb rus, re
primitive. Nm dism h s n been eft behind nd the ter
vi e-cmmunities h ve been msty mered in w ed twns, ener y
situ ted t sme dist nce frm the shre, n r ne r hi, whse
summit frms cit de fr refue in c ses f d ner. Even in the mst
dv nced f these twns, hwever, the type f civiiz tin is sti
rey p tri rch . The vernment is in the h nds f chiefs r ins
() camng to b born and brd of Jov, as, ndd, n a sns,
thy wr, snc thy rud qut as much by rght of prsona worth,
whch mor than anythng s du to th grac of God, as by hrdtary
tt. Worth n thos days consstd n physca strngth, courag,
bauty, judgmnt, and powr to addrss an assmby, and any kng provng
dfcnt n ths quats woud soon hav found hs poston
nscur, or bn compd to fortfy t by awss tyranny. Th
functons dvovng upon th kng wr many thr, thos of judg,
mtary commandr, and prst. Th frst rqurd judgmnt and rady
spch; th scond, strngth and ntgnt courag; th thrd,
prsona bauty and dgnty. Though th kngs wr aowd to xrcs
grat powr, ths was not rrsponsb or arbtrary. On th contrary,
t was compatb wth grat pubc frdom n spch and acton.
Savry xstd ony to a mtd xtnt and n a md form. A fr
hads of fams, howvr poor, had a rght to attnd th popuar
assmby, whch th kng consutd on a mportant mattrs, and at
whch th frst dscusson was aowd. Whn th kngs xrcsd
judca powr, thy dd so n accordanc wth crtan _thmsts_ or
aws, hd to hav orgnatd wth Zus, and not accordng to thr own
caprc. As thr was tt commrc n thos days, th nhabtants of
Th vard and changfu potca f of th Grks was n tsf a
grat ducaton. It mad thm awar of th prncps, potca and
thca, upon whch socty rsts, and rndrd ncssary a facuty of
car and rady xprsson, whch ractd most favoraby upon thr
ntctua and sthtc facuts. It was n th schoo of practca
potcs that th Grks acqurd thr rhtorc; and Arstot, n hs
trats on Potry, ts us that, wh "th odr pots mad thr
charactrs tak k statsmn, th atr ons mad thrs tak k
rhtorcans." Not ony, ndd, dd potca f ract upon th
drama, but, n dvopng rhtorc, t drw attnton to anguag and
d to th scncs of grammar and ogc, both of whch wr thus cad
nto xstnc by ra soca nds (s p. 102).
(2) Grc, yng, as t dd, btwn thr contnnts, and n th
thoroughfar of th ancnt natons, coud hardy fa to b vstd by
many dffrnt racs, or, consdrng ts bauty and commrca
advantags, to b covtd by thm. From ths foowd two consquncs,
(_a_) that th Grks wr a vry mxd rac, (_b_) that thy wr, from
th frst and at a tms, n manfod contact wth forgn pops.
That thy wr a mxd rac, s attstd ak by thr anguag, thr
mythoogy, and thr gnds. That thy wr n cos and contnua
communcaton wth forgn pops, s rndrd vdnt by thr
aphabt, thr art, and th drct statmnts of thr hstorans.
Athough t s tru that th Grks, spcay aftr th Prsan Wars,
rgardd thmsvs as a supror and chosn pop, cang a othrs
"barbarans," and consdrng thm as ft ony to b savs, t s not
th ss tru that hardy on of a th arts and scncs whch thy
utmaty carrd to a hgh dgr of prfcton had ts orgn n
Grc propr. A appar frst n th coons sttd among
"barbarans,"--n Egypt, Asa Mnor, Thrac, Crt, Scy, or Itay.
Archtctur, scuptur, pantng, potry--pc, yrc, dramatc--musc,
hstory, potcs, phosophy, wr a borrowd, transformd, and, wth
th xcpton prhaps of tragdy and pantng, carrd to a hgh dgr
of xcnc n th coons, bfor thy wr transpantd to th
mothr-country. It s byond any doubt that vn th Homrc gnds ar
of "barbaran" orgn, though from what pop thy wr borrowd s
uncrtan. It was th pastcty and vrsatty of thr charactr, du
n part to thr mxd bood, that, by nabng thm to approprat and
assmat th arts and scncs of thr nghbors, rasd th Grks
to a nw pan of cvzaton and mad thm th ntators of a nw
poch n hstory, th poch of f accordng to rason. Sr Hnry
Sumnr Man says, "Excpt th bnd forcs of Natur, nothng movs n
ths word whch s not Grk n ts orgn."
(3) It was chfy through commrc that th arts and scncs borrowd
by th coona Grks found thr way nto Grc propr. That forgn
art-objcts wr ntroducd nto t at an ary prod, s rndrd
crtan by th rcnt dscovrs at Mycn, Sparta, and othr pacs,
as w as by statmnts n th Homrc poms. That ths wr foowd
atr by artsts, brngng wth thm forgn art-procsss and
appancs, s quay crtan. Th arst scuptors whos nams ar
known to us, Dpns and Scys, wr natvs of Crt, sttd n
Scyon; and th arst potc gud of whch w hav any mnton s
that of th Homrd n th sand of Chos. But, bsds ntroducng
art and artsts nto Grc, commrc tndd to ducat th Grks n
othr ways. It mad thm acquantd wth forgn mannrs and uxurs,
and forcd thm to arn th arts of navgaton, shp-budng and
xchang, whch agan rndrd ncssary an acquantanc wth arthmtc
and th art of wrtng. And ths ads us to
rt f M ic, n
t h ve
been t ght by the me te cher the l tter; b t Arittle lre
y
recritin, h n
e
n, with little r n criticim, frm gener tin t
gener tin. Their i
e l wrl
w h e
by the wrk f Hmer n
Hei
. "Hei
i the te cher f mt," y Her clit . Ab t the
te
n me
, hwever, ciety h ving
v nce
t
cn
itin f rg niz tin
which m
e ible
lei re cl , there begin t e r new
irit,
etine
t revl tinize, nt nly Greece, b t the whle wrl
.
Arme
with _wh t?_ _which?_
_why?_ n
_wherefre_? it n lnger
blin
ly ccet the wrl
f n t re n
m n, b t c ll n it t give
n cc nt f itelf. Science, hilhy, n
rt re the re lt.
At firt the new irit t rn t n t re with _wh t?_; b t, gr
lly
peace ad liberty, made them at ce feel the superirity f their w
characters ad civil istitutis t thse f the Persias, ad draw a
clear lie f demarcati betwee Greek ad barbaria. Frm this pit
, they felt themselves t be a chse peple, a ati destied by the
gds t rule all thers. "The sul f Greece had cquered the bulk f
Persia." Persia was bulk ad bdy; Greece was sul ad spirit. This
cvicti appears at ce i all the departmets f Greek life. I the
sphere f art we may istace the _Prmetheia_ f schylus ad the
Parthe. I the frmer, what des the cflict betwee Zeus ad
Prmetheus mea but the cflict betwee Greek spirituality, itellect,
ad freedm, the e had, ad barbaria materiality, istict, ad
thraldm r ecessity, the ther? Ad what is the latter but a
matchless pa i ste t Divie Wisdm, as the cquerr f brute
frce? I the sphere f thught, we fid Parmeides, Aaxagras ad,
abve all, Scrates (br te years after the secd Persia War),
turig csciusly t the study f spirit. "T be ad t thik are the
same thig," says the first f these: "All thigs were cfused; the
Mid came ad reduced them t rder," says the secd; "Kw thyself" is
the chse mtt f the third. I the plitical sphere we fid the
Atheias tryig t make the State a istrumet f itelligece ad
virtue, ad isistig up educati as a meas theret. Other ad less
desirable results fllwed frm the Persia Wars; but these ca be
better stated ad estimated i ather cecti.
Such were the chief causes that ctributed t trasfrm the simple
patriarchal State f the Hmeric Greeks, with its purely practical
educati at hme ad i the field, it the free plity f the Greeks
f the days f Miltiades, Themistcles, ad schylus, with its
cmplicated istitutis ad maifld educati. It has seemed better t
eumerate these causes tha t try t trace the steps f the
trasfrmati itself. Ideed this wuld have bee a hpeless task,
wig t the lack f histrical data.
CHAPTER I
EPOCHS IN GREEK EDUCATION
Whe they (ur acestrs) bega t ejy leisure fr thught, as the
result f easy circumstaces, ad t cherish mre exalted ideas with
respect t wrth, ad especially whe, i the perid befre ad
after the Persia Wars, they came t etertai a high pii f
themselves, accut f their achievemets, they pursued all kids
f educati, makig disticti, but beatig abut
geerally.--Aristtle.
I treatig f Greek educati subsequet t the itrducti f letters
ad the establishmet f schls, we shall be bliged, i the iterest
f clearess, t make three distictis:-(1) Betwee the educatial systems f differet perids.
(2) Betwee the educatial systems f differet peples ad states.
(3) Betwee the educati actually imparted i the varius states, ad
that recmmeded by therists r philsphers.
practice. I all epchs f their histry the Greek states prduced me
wh strve t realize i thught ad imagiati the ideal f their
peple, ad t exhibit it as a aim, a ecuragemet, ad a
ispirati, i ctrast with the imperfect actual. I mre tha e
case this ideal mdified the educati f the fllwig perids. Of
curse, such theries did t arise util practice was cmpelled t
defed itself by prducig sactis, either i religi r i reas,
ad it may perhaps be affirmed that the aim f them all was t discver
such sactis fr the Greek ideal. Amg the may educatial therists
f Greece, there are six wh especially deserve t be csidered: (1)
Pythagras, wh i Suther Italy sught t graft the Dric ideal a
half-mystical, half-ethical thelgy, ad a mathematical thery f the
physical wrld; (2) Xeph, wh sught t secure the same ideal by
cectig it with a marchical frm f gvermet; (3) Plat, wh
sught t elevate it, ad fid a sacti fr it i his thery f
super-sesuus ideas; (4) ARISTOTLE, wh preseted i all its fuless
the Helleic ideal, ad sught t fid sactis fr it i histry,
scial well-beig, ad the prmise f a higher life; (5) Quitilia,
wh, i Rme, embdies the rhetrical r wrldly educati f the
Helleistic perid; ad (6) Pltius, wh presets a ideal f
philsphical r ther-wrldly educati, ad paves the way fr the
triumph f Christia dgma.
BOOK II
THE HELLENIC PERIOD (B.C. 776-338)
PART I
THE "OLD EDUCATION" (B.C. 776-480)
CHAPTER I
EDUCATION FOR WORK AND FOR LEISURE
Whe we csider the differet arts that have bee discvered, ad
distiguish betwee thse which relate t the ecessary cditis
f life ad thse which ctribute t the free ejymet f it
(), w always consid h man who is acquaind wih h
la wis han him who is acquaind wih h fom, fo h
ason ha h scincs of h la hav no fnc o us.
Hnc i was only whn all h ncssay condiions of lif had bn
aaind ha hos as w discovd which hav no fnc
ih o plasu o o h common nds of lif; and his ook
plac fis in hos counis wh mn njoyd
lisu.--Aisol.
Th f lif of God is such as a ou bif bs momns.--_Id._
I is no fiing ha h f njoymn of lif should b
pmid o boys o o young psons; fo h cown of pfcion
CHAPTER II
OLIAN OR THEBAN EDUCATION
Hei
i the te cher f mt.--Her clit .
When th rt
e
, th h lt lie in
Nt even the memry f thee h ll be
Thencefrw r
nr frever; fr th h
N h re in the Pieri n re; b t
Ev'n in the h ll f H
e th h lt
A frightene
h
w, with the h
wy
--S h (_t n ne
c te
wm n_).
the e rth.
t
flit,
e
.
Wh t r tic hy
en ever ch rm the l,
Th t r n
her nkle c nnt kilt her c t?--_I
._
The li n e r t h ve been the e rliet f the Greek r ce t m ke
ny cni
er ble
v nce in c lt re. Their cl im t Hmer c n h r
ly be
t ine
; b t they cert inly r
ce
Hei
, mt f the gre ter lyric
et n
etee, n
the firt hitri n. Fr time they b
e f ir
t le
the c lt re f Greece. B t the rmie w nt f lfille
. D ring
the lmy eri
f Greek hitry, they were nt nly the mt
nc lt re
n
nc th f the Greek, b t they even ri
e
themelve
n their brihne f eech n
m nner, n
eri
e
c lt re. In the
glri tr ggle in which Greece m int ine
the c e f c lt re n
free
m g int Peri , Thebe, then the chief centre f li nim,
i
e
with the b rb ri n, , in
ee
, w n t r l.
Theb n e
c tin w , f c re, reflex f the ch r cter f the Theb n
n
, in
ee
, f the Bti n, ele. It m in
iviin were the f
Greek e
c tin gener lly,--Gymn tic n
M ic; b t the frmer w
le rnt lely fr thletic re, n
the l tter m inly fr e t
b nq et n
rinking-b t, in which the Bti n f n
their chief
E minn
; fr there c n h r
ly be ny q etin th t it w the
e rnet, ytem tic, religi , n
mr l Pyth gre n tr ining which he
receive
frm the ge
Lyi, whm he tre te
f ther, th t m
e him
wh t he w , n
en ble
him t
wh t he
i
,--which w nthing le
th n t l ce Thebe t the he
f Greece. Thebe re n
fell with
E minn
. B t th t w nt ll. It w the ex mle f E minn
th t kin
le
the mbitin f Phili f M ce
n, wh w e
c te
n
er
hi eye, n
f hi f r mre f m n, Alex n
er, wh m
e ll Greece
rvince f hi emire. Pyth gr , Lyi, E minn
, Phili,
Alex n
er--in five brief gener tin n e rnet te cher cnq er
wrl
!
Frm the time f E minn
n, Thebe fllwe
the r
in ry c re f
Greek e
c tin.
CHAPTER III
DORIAN OR SPARTAN EDUCATION
G, tell t S rt , th th t et by,
Th t here, be
ient t her l w, we lie.
--Simni
e (_Eit h n the Three H n
re
wh fell t Thermyl_).
Thi i
m tter fr which the L ce
mni n
eerve rb tin:
they re extremely licit b t the e
c tin f their y th n
m ke it blic f nctin.--Arittle.
The L ce
mni n im rt t their chil
ren the lk f wil
be t,
thr gh the everity f the exercie t which they bject them,
their ntin being th t ch tr ining i eeci lly c lc l te
t
heighten c r ge.--_I
._
Thee re f r behin
in e
c tin n
hilhy th t they
nt
le rn even letter.--Icr te.
OLD MEN. We _were_ nce trng men (y th).
MEN. An
we _ re_; if y will, behl
.
BOYS. An
we _h ll be_ f r erir.--_S rt n Chric Anthem._
They ke
n cl rin' vice t fire
Their l with n im le high:
B t the Dri n ree
n
the S rt n lyre
Fr the n f liberty!
S mve
they c lmly t their fiel
,
Thence never t ret rn,
S ve be ring b ck the S rt n hiel
,
Or n it r
ly brne!--Hem n.
There w
l w th t the c
et h l
reent themelve n ke
in
blic befre the ehr every ten
y; n
, if they were well knit
n
trng, n
lke
if they h
been c rve
n
h mmere
int
h e by gymn tic, they were r ie
; b t if their limb hwe
ie m tter
e t l zine, they were flgge
n
j tice
there
n
then. The ehr, mrever, bjecte
their clthing every
y
em n
ing their trnget n
mt
evte
exertin-- ch i the Dri n
i
e l. It i e y t ee wh t virt e Dri n e
c tin w l
eek t
iciline n
nq etining ly lty which m
e them frmi
ble, were,
in the ninth cent ry B.C., becming
irg nize
, th t in tw f the
Dri n t te they were imil te
by the n tive l tin, the
Argive n
the Meeni n. The me rce w r i
ly ging n in the
thir
t te, L ce
mn, when Lyc rg , fire
with tritic ze l,
relve
t t n en
t it, by retring mng hi ele the l
Dri n milit ry
iciline. T re re himelf fr thi t k, he viite
Crete n
t
ie
it intit tin. On hi ret rn he er
e
hi
c ntrymen t bmit t
"Cntit tin," which ever fterw r
went by
hi n me. Thi cntit tin incl
e
cheme f e
c tin, whe im
w
thr gh tr ining f the whle f the free citizen, bth m le n
tr ining fr
few wr
n
le
in lemn rcein r n
the temle, with g rl n
n their
he
, n in g r tin t their cming life f free
m. B t the
tre cher g rl n
nly m rke
them t victim fr crifice: every
m n f them frthwith
i e re
; the m nner f their
e th w n
ntl
mytery."
S rt n e
c tin w entirely cn
cte
by the St te, t the exene f
the St te, n
fr the en
f the St te. It
iffere
in thi reect
frm ne rly every ther ytem f Greek e
c tin. It w
ivi
e
int
f r eri
, crren
ing reectively t chil
h
, byh
, y th,
n
m nh
.
(_ _) CHILDHOOD.--A n the S rt n chil
c me int the wrl
, the
St te, thr gh fficer inte
fr th t re, ent t ex mine it.
If it eeme
vigr , n
hwe
n b
ily
efect, it w ermitte
t
live, n
frthwith
te
by the St te; therwie it w c rrie
t
the m nt in n
thrwn ver reciice. The chil
ren ccete
by the
St te were fr the next even ye r left in ch rge f their mther,
b t,
btle, till n
er St te rveill nce. J t hw they were
tr ine
ring thee ye r, we
nt knw. We c n nly g e th t they
n
erwent very m ch the me rce ther Greek chil
ren, ny
the
irect t itin f the St te. Alth gh the by were in ch rge f
eci l fficer (), wh divided them it squads ad
cmpaies, ad arraged their exercises fr them, they were evertheless
taught t regard every grw ma as a teacher, ad every such ma was
expected t crrect them prmptly ad rigrusly, wheever he saw them
dig wrg. At the same time, every by was expected t frm a
itimate cecti with sme e ma, wh the, t a large extet,
became respsible fr his cduct; ad, thugh the chice i this
matter rested with the parties ccered, it was csidered a disgrace
i a ma, less tha i a by, t be withut such cecti. Thugh
this arragemet, it is said, fte led t lametable abuses, there ca
be dubt that it admirably served the purpses f Sparta. It
furished every by with a tutr, wh, uder the circumstaces, culd
hardly fail t treat him kidly, ad wh was iterested i makig him
surpass all ther bys i curage ad edurace. This friedly ifluece
f teacher pupil was smethig i which the Greeks at all times
strgly believed, ad which frmed a imprtat frce i all their
educati. I Sparta, as i Crete ad Thebes, it was legally recgized.
Oe f the duties f Sparta "ispirer" ( r ), as he
was called, was t teach his yug fried () t
eme n himelf
rerly n ll cc in, n
t hl
hi tng e excet when he h
ccef l it w , m y be j
ge
frm the inci
ent recr
e
n ge 45.
L rceny, when ccef lly c rrie
t n
er
iffic lt circ mt nce,
w l
e
; when
icvere
, it w everely nihe
. A try i
tl
f by wh, r ther th n betr y himelf, llwe
tlen fx,
cnce le
n
er hi clthe, t e t t hi entr il.
In ne reect S rt n e
c tin m y cl im eririty ver th t f mt
ther Greek t te: it w nt cnfine
t ne ex. S rt n girl,
th gh rently ermitte
t live t hme, were bjecte
t c re
f tr ining
iffering frm th t f their brther nly in being le
evere. They h
their wn exercie-gr n
, n which they le rnt t
le , r n, c t the j velin, thrw the
ic , l y b ll, wretle,
nce, n
ing; n
there i g
evi
ence t hw th t their exercie
h
n
mir ble effect n their hyic l cntit tin. Th t the
breezy
ghter f S rt were h n
mer n
mre ttr ctive th n the
ht-h e m i
en f Athen, i
well- ttete
f ct. M ny S rt n wmen
cntin e
their thletic n
m ic l exercie int rie wm nh
,
le rning even t ri
e irite
hre n
rive ch rit. If we m y
believe Arittle, hwever, the effect f ll thi tr ining n their
mr l n t re w nything b t
eir ble. They were neither virt nr
br ve.
(_c_) YOUTH.--Ab t the ge f eighteen, S rt n by e
int the
cl f _ehebi_, r c
et, n
beg n their rfein l tr ining fr
w r. Thi w their b ine fr the next twelve ye r, n
n light
b ine it w . Fr the firt tw ye r they were c lle
_melleirene_,
n
evte
themelve t le rning the e f rm, n
t light
kirmihing. They were n
er the ch rge f eci l fficer c lle
_bi
ei_, b t h
t n
erg
rigi
ex min tin befre the ehr every
ten
y (ee . 41). Their en
r nce w t t evere tet. Se king
f the lt r f Artemi Orthi , P ni y: "An r cle cmm n
e
the
ele t imbr e the lt r with h m n bl
, n
hence re the c tm
f crificing n it m n chen by lt. Lyc rg
i
w y with thi
r ctice, n
r
ine
th t, inte
, the c
et h l
be c rge
befre the lt r, n
th the lt r i cvere
with bl
. While thi
i ging n, riete t n
by, hl
ing, in her rm the w
en
im ge (f Artemi). Thi im ge, being m ll, i, n
er r
in ry
circ mt nce, light; b t, if t ny time the c rger
e l t lightly
with ny y th, n cc nt f hi be ty r hi r nk, then the im ge
becme he vy th t the riete c nnt rt it; where n he
rerve the c rger, n
ecl re th t he i b r
ene
n their
cc nt. Th the im ge th t c me frm the crifice in the Crime h
lw y cntin e
t enjy h m n bl
." Thi Artemi e r, with
b n
le f twig in her rm, next t Are, mng the S rt n
ivinitie,
n the frieze f the P rthenn. At twenty ye r f ge, the y ng men
bec me _eirene_, n
entere
n c re f t
y clely reembling
ct l w rf re. They live
n the c ret f
, let n ree
, n
r rely b the
r w lke
. They exercie
themelve in he vy rm, in
hting, ri
ing, wimming, b ll-l ying, n
in cnflict f the mt
br t l kin
. They tk rt in cmlic te
n
exh ting
nce, the
mt f m f which w the Pyrrhic,
nce
n
er rm. They m nne
frtree, in te
Helt, n
, in c e f nee
, even tk the
fiel
g int n enemy.
(_
_) MANHOOD.--At the ge f thirty, being e
t h ve re che
trng w rrir n
tritic citizen, there c n be n
bt. B t th t
i ll: it r
ce
n men. It w gre tly
mire
by men like Xenhn
n
Pl t, wh were ick f Atheni n
emcr cy; b t Arittle etim te
it t it tr e wrth. He y: "A lng the L cni n were the nly
ele wh
evte
themelve t vilent exercie, they were erir
t ll ther; b t nw they re inferir even in gymn tic cntet n
CHAPTER I
PYTHAGORAS
irt e n
he lth n
ll g
n
G
re
h rmny.--Pyth gr .
chice. Knwle
ge i like ight, whereby we cnteml te n
j
ge
thing; wer i like b
ily trength, whereby we en
re n
here
t thing; chice i like h n
t the l, whereby we tretch t
n
l y hl
f thing.--The ge the Pyth gre n.
The Dric
iciline, even in S rt , where it c l
exhibit it
ch r cter mt freely, r
ce
merely l
ier n
nt free citizen r
c ltiv te
men. It w , neverthele, in it eenti l fe t re, the
Hellenic i
e l, n
n mer ttemt were m
e t reme
y it
efect
n
t give it erm nence, by cnnecting it with higher th n mere lc l
n
ritcr tic interet. One f the e rliet n
mt ntewrthy f
thee w m
e by Pyth gr .
Thi extr r
in ry ern ge e r t h ve been brn in the il n
f
S m in the firt q rter f the ixth cent ry B.C. Th gh he w brn
mng Ini n, hi f mily e r t h ve been Ach i n n
, t me
extent, Pel gi n (Tyrrheni n), h ving emigr te
frm Phli in the
Argli
. After
iting ihing himelf in Ini , he emigr te
in mi
le
life t M gn Grci , n
tk hi b
e in the Ach i n clny f
Crtn, then rich n
fl rihing city. The c e f hi emigr tin
eem t h ve been the tyr nny f Plycr te, which rently im rte
t him rej
ice g int Inic ten
encie in gener l. Whether he
erive
ny rt f hi f m le rning frm viit t Egyt, Phnici ,
B bylni , etc., w erte
in l ter time, i nt cle r. It i nt
imrb ble th t he viite
Egyt, n
there i g
re n fr believing
th t he bec me cq inte
with Phnici n thelgy thr gh Pherecy
e f
Syr. Th t he w n mnivr t
ent i ttete
by hi
cntemr ry, Her clit . He w n
bte
ly ffecte
by the hyic l
therie c rrent in hi time in Ini , while he l inly
rew hi
litic l n
ethic l i
e frm S rt r Crete.
Of hi ctivity in Ini we knw little; b t we m y erh cncl
e
th t it w f the me n t re th t which he fterw r
il ye
in
It ly. Here he e re
in the trile c city f thelgi n, ethic l
te cher, n
cientit. Hi chief interet fr lie in the f ct th t
he w rently the firt m n in Greece, n
, in
ee
, in the wetern
wrl
, wh ght t et blih n ethic l intit tin rt frm the
St te. In thi reect he be r
trng reembl nce t the rhet
I i h, wh m y be i
t h ve rigin te
the i
e f Ch rch (ee .
133). Pyth gr ' im eem t h ve been t g ther r n
him b
y f
erfect life, b e
n cert in
thelgic l r met hyic l ntin, n
g i
e
by r le f lmt
mn tic trictne. Like ther men wh h ve f n
themelve in the
mi
t f irreverence, elfihne, n
emcr tic v lg rity n
n rchy,
he believe
th t hi time
em n
e
mr l
iciline, b e
n reect
fr thrity n
ch r cter, with
firm belief in f t re retrib tin,
n
inc lc te
by c ref l t
y f the r
er n
h rmny f n t re;
n
ch
iciline he trve, with ll hi might, t im rt. H ving n
f ith in the c city f the St te t be n intr ment fr hi re,
he et t wrk in
een
ently f it, n
eem t h ve met with very
m rke
cce,
r wing t him m ny f the bet men n
wmen f
S thern It ly. S n mer n
werf l, in
ee
,
i
hi fllwer
becme th t they hel
the b l nce f wer in ever l citie, n
were
ble t e it fr the enfrcement f their wn rincile. A thee
were excee
ingly n
emcr tic, n
e
t the ten
encie f the
time, they fin lly r e
bitter itin, th t the Pyth gre n
were erec te
n
ttemt m
e t extermin te them with fire n
wr
. In thi w y their litic l infl ence w brken, n
their
emblie ree
; b t the effect f Pyth gr ' te ching w nt
lt. Hi fllwer, c ttere
br
thr gh t the Hellenic wrl
,
c rrie
hi recet n
hi life-i
e l with them. In the fllwing
cent rie they f n
m ny nble ym thizer--Pin
r, Scr te, Pl t,
Eich rm , etc.-- n
n
erwent m ny m
ific tin, ntil they fin lly
witnee
f r-ighte
r ctic lity. Mil f Crtn, the inimit ble wretler;
Archyt f T rent m, hilher, m them tici n, m ici n, inventr,
engineer, gener l, t tem n; n
E minn
, the gre tet n
nblet
f Theb n gener l, were rfee
Pyth gre n.
We might erh exre the im f Pyth gr ' e
ggic l effrt by
the ne wr
HARMONY. J t he f n
h rmny everywhere in the
hyic l wrl
, he trve t intr
ce the me int the cntit tin
f the h m n in
ivi
l, n
int the rel tin f in
ivi
l with e ch
ther. He m y erh be reg r
e
the rigin tr f th t view f the
wrl
, f men, n
f ciety which m ke ll g
cnit in r
er n
which h ve been
ngle
befre the eye f tr ggling h m nity frm hi
y t r. Accr
ing t thi view, which h
it rt in Greek
th ght gener lly, the im f e
c tin i t fin
fr e ch in
ivi
l
hi tr e l ce n
t m ke him efficient therein. M n i m
e fr r
er,
n
nt r
er fr m n. He i brn int wrl
f r
er, i hwn by
the f ct th t n mber n
rrtin re f n
in everything th t i
knwn. Pyth gr , in hi enth i m fr hi rincile, c rrie
hi
ctrine f n mber t b r
length, i
entifying them with re l
thing; b t thi enth i m w nt with t it v l ble re lt, ince
it i t Pyth gr n
hi chl th t we we the cience f gemetry
n
m ic. Mrever, exerience m t h ve t ght him th t it i ne
thing t r n
the i
f
ivine thrity n
f the
ctrine f metemychi n
trng religi
c t, which hwe
itelf even tw r
ly in the
ignifie
eme nr n
ct.
men, t elf n
n t re: (2) It imf lne, in th t it rmie
h ine here n
blee
ne here fter, the rew r
f right living:
(3) It iety, in th t it everywhere recgnize the nee
f
ivine
it nce: (4) It reci tin f cience, inight int the n t re
n
gr n
f m ltilicity n
nity: (5) It tre l i
n right
ivinity n
erfectibility. It i c ri th t the em cnt in n
reference t the
ctrine f metemychi, which might rently h ve
been e le
t werf l mr l nctin.
Th t ytem like th t f Pyth gr , cmbining the religi , the
mytic l, the cientific, the ethic l, n
the ci l ten
encie f the
Hellenic min
, h l
h ve exerte
ee n
bi
ing infl ence, nee
etermine
. Of the effect f Pyth gr ' te ching n E minn
I h ve
lre
y ken.
CHAPTER
IONIAN OR ATHENIAN EDUCATION
Let me nw give n cc nt f the Ol
E
c tin, when I, ttering
wr
f j tice, w in my rime, n
elf-cntrl w hel
in
reect. In the firt l ce, chil
w nt llwe
t be he r
even if it nwe
like b rley-gr t. Then they were et t rehe re
ng, with t cmreing their thigh,--either "P ll , mighty
city-trmer," r "A h t n
ing f r," tting energy int the
mel
y which their f ther h n
e
wn. An
, if ny ne ttemte
g
threhing fr hi
in, h ving in lte
the M e. Ag in, t the hyic l
tr iner', the by, while itting, were blige
t kee their leg
in frnt f them.... An
t
inner they were nt llwe
t ick t
the bet r
ih-he
, r t n tch w y nie r celery frm their
el
er, r t g rm n
ize n fih n
fiel
-f re, r t it with
their leg cre
.... T ke c r ge, y ng m n, n
che me, the
Better Re n, n
y h ll knw hw t h te the blic q re, t
vi
the b th-h e, t be h me
f wh t i h mef l, t hw
temer when ny ne
ree y in rib l
l ng ge, t rie frm
y r e t when y r el
er r ch, n
nt t be l bber t y r
wn rent, r t
ny ther neemly thing t m r the im ge f
M
ety, r t r h t the h e f the
ncing-girl, n
, while y
re g ing t her erfrm nce, get tr ck with n le by wench
n
f ll frm y r f ir f me, r t t lk b ck t y r f ther, r,
E
c tin" f Athen m t be igne
ec
e f the fifth cent ry B.C., be r neq ivc l tetimny t the
v l e f the tr ining t which her citizen h
revi ly been
bjecte
. Thi tr ining c l
erh h r
ly be better ch r cterize
th n by the wr
" rit nic l." The men wh f ght t M r thn, S l mi,
n
Pl t were rit n, tr ine
, in
h r
chl, t fe r the g
,
t reect the l w, their neighbr, n
themelve, t reverence the
wi
m f exerience, t
eie cmfrt n
vice, n
t
hnet
wrk. They were nt enfeeble
by thetic c lt re, r lyze
by btr ct
thinking, r h r
ene
by rfein l tr ining. They were e
c te
t be
men, frien
, n
citizen, nt t be mere thinker, critic, l
ier,
r mney-m ker. It w g int m ll b n
f ch men th t the ht
f Peri f ght in v in.
It i n t r l th t thi "Ol
E
c tin" f Athen h l
h ve eci l
interet fr , in m ch it eem, in gre t me re, t h ve lve
f e
c tin, viz. Hw c n trng, wie, n
g
men be r
ce
? Fr
thi re n, l bec e we re the better infrme
reg r
ing the
e
c tin l ytem f Athen th n th t f ny ther Greek t te, it
eem rer t
evte eci l ttentin t it, tre ting it
reminently Greek e
c tin. In
ee
, wh tever i erm nently v l ble
in Greek e
c tin i t be f n
in th t f Athen, ther ytem
h ving m inly b t n hitric l interet fr .
In cm ring the e
c tin f Athen with th t f S rt , we re t nce
tr ck with tw gre t
itinctin: (1) While S rt n e
c tin i
blic, Atheni n e
c tin i m inly riv te; (2) While S rt e
c te
fr w r, Athen e
c te fr e ce. A t the frmer f thee, it i nt
little rem rk ble th t, while m ny f the firt thinker f Greece,
incl
ing Pl t n
Arittle,
vc te
n entirely blic e
c tin,
Athen never
te
it, r even tk ny te in th t
irectin. It
eem if the Atheni n felt intinctively th t ci litic e
c tin,
by relieving rent f the renibility f rvi
ing fr the
e
c tin f their wn chil
ren, w remving trng mr l infl ence,
n
ermining the f mily, n
je r
izing liberty. Perh the ex mle f
S rt w nt with t it infl ence. N liberty-lving ele, ch
the Atheni n were, w l
cnent t merge the f mily in the St te, r
t crifice riv te life t blic r
er. A t the ecn
itinctin,
which w ll-erv ive, it
ivi
e the tw ele by n im ble
g lf n
ign them t tw
ifferent gr
e f civiliz tin. An
it
w ne f which bth ele were entirely cnci . While S rt
rereente
her i
e l by
ch ine
Are, Athen f n
her in Wingle
ictry, frm f Athen , the
ivinity f litic l n
in
tri l
wi
m. A the im f S rt w trength, th t f Athen w
WISDOM--the wie m n in the wie t te. By the "wie m n," w me nt he
whe entire f c ltie f b
y, l, n
min
were rrtin tely n
cr
in tely
evele
; by the "wie t te," th t in which e ch cl f
the l tin erfrme
it rer f nctin, n
cc ie
it rer
rel tin tw r
the ret, n
thi with t ny exceive exercie f
thrity. If the S rt n, like the rtifici lly t me
b rb ri n,
bmitte
t living by r le n
cmm n
, the Atheni n, like the
n t r lly civilize
m n,
elighte
t live in
free n
n t r l w y
( ) govrnd from wthn, and not from wthout. To
mak possb such f was th am of Athnan ducaton, whch,
nstad of skng to mrg th man n th Stat, or to rnd th two
asundr, tratd thm as ncssary corrats and strov to baanc
thr cams.
Th ndavor on th part of Athns to str a mdd cours btwn
socasm and ndvduasm, s manfst n th fact that, though sh
had no pubc systm of ducaton, sh took grat car to s that hr
ctzns wr thoroughy ducatd n th sprt of hr nsttutons,
and, ndd, mad such ducaton a condton of ctznshp, whch was
thus an acadmc dgr, confrrd ony aftr carfu xamnaton. By a
aw of Soon's, parnts who had fad to gv thr sons a propr
ducaton ost a cam upon thm for support n thr od ag.
Furthrmor, Athns subjctd a hr ma ctzns to a systmatc
prparaton for cv and mtary functons, bfor sh aowd thm to
xrcs ths.
Athnan ducaton comprsd four grads corrspondng to four
nsttutons, (1) th famy, (2) th schoo, (3) th gymnasum or
cog, (4) th Stat. W may consdr ths n thr ordr.
(1) FAMILY EDUCATION.
modrn, tms. Cards, of cours, thr wr not; and, ndd, gams of
chanc, though w known, sm rary to hav bn ndugd n by
chdrn. It hardy sms ncssary to rmark that thr wr som gams
pcuar to boys and othrs to grs, and that th attr wr ss rud
than th formr. Doubtss, too, th gams payd n th cty, whr th
chdrn woud hav fw chancs of gong byond thr homs, wr
dffrnt from thos payd n th country, whr amost compt
frdom to roam n th opn ar was njoyd. W must aways bar n mnd
that w-to-do Athnan fams spnt th gratr part of th yar at
thr country-houss, whch, wth fw xcptons, wr so nar th cty
that thy coud b rachd vn on foot n a sng day. Ths country
f had a markd ffct upon th ducaton of Athnan chdrn.
(2) SCHOOL EDUCATION.
About th ag of svn, th Athnan boy, aftr bng ntrd on th
ro of prospctv ctzns n th tmp of Apoo Patros, and mad a
mmbr of a phratra, wnt to schoo, or, rathr, h wnt to two
schoos, that of th musc-mastr, and that of th physca tranr. H
was aways accompand ththr and back by a _pdagogu_, who was
usuay a sav, who carrd hs wrtng-matras, hs yr, tc.
(thr bng no schoo-books to carry), and whom h was xpctd
mpcty to oby. Th boys of ach quartr of th cty coctd vry
mornng at som appontd pac and wakd to schoo, k tt
sodrs, n rank and f. Thy wor nxt to no cothng, vn n th
codst wathr, and wr obgd to conduct thmsvs vry dmury n
th strts. Th schoo hours wr vry ong, bgnnng ary n th
mornng and contnung t at n th vnng. Soon found t
ncssary to ntroduc a aw forbddng schoomastrs to hav thr
schoos opn bfor sunrs or aftr sunst. It thus appars that boys,
aftr th ag of svn, spnt thr who day at schoo, and wr thus
ary wthdrawn from th nfunc of thr mothrs and sstrs, a fact
whch was not wthout ts barng upon moras.
Thr ar svra ntrstng ponts n conncton wth Athnan schoo
f about whch our nformaton s so scanty that w ar ft n som
doubt rspctng thm. For xamp, though t s qut pan that Athns
had no systm of pubc nstructon, t s not so car that sh dd not
own th schoo budngs. Agan, t s not crtan whthr musc
(ncudng ttrs) and gymnastcs wr, or wr not, taught n th sam
ocaty. Thrdy, thr s som doubt about th numbr and ordr of th
hours dvotd to ach of th two branchs of study. In rgard to ths
ponts I can stat ony what sms to m most probab.
As to schoo budngs, w ar xprssy tod by th author of th
fragmntary tract on _Th Athnan Stat_, currnty attrbutd to
Xnophon, but probaby wrttn as ary as B.C. 424, that "th pop
() builds itself may palstras, dressig-rms, baths, ad the
masses have mre ejymet f these tha the few that are well-t-d."
If we assume that sme f these palstras were fr bys, as we
apparetly have a right t d, we must cclude that sme, at least, if
t all, f the schls fr bdily traiig were public edifices, let
ut by the State t teachers. Like all the great gymasia, sme, ad
pssibly all, f them were situated utside the city walls ad had
gardes attached t them. Whether the music-schls were s likewise, is
dubtful, ad this brigs us t ur secd questi--whether the tw
braches f educati were taught i the same place. That they were t
taught i the same rm, r by the same pers, is clear eugh; but it
des t fllw frm this that they were t taught i the same
buildig, r at ay rate i the same eclsed space. Thugh there seems
t be explicit statemet i ay aciet authr this pit, I thik
there are sufficiet reass fr ccludig that, geerally at least,
they were s taught. If we fid that Atisthees, Plat, ad Aristtle,
wh may be said t have itrduced a systematic "higher educati" it
Athes, peed their schls i the great public gymasia, frequeted by
yuths ad me, we may surely cclude that the lwer metal educati
was t separated frm the physical. I the _Lysis_ f Plat, we fid
sme yug me cmig ut f a palstra utside the city walls, ad
ivitig Scrates t eter, tellig him that their ccupati ()
consiss _mosly_ in discussions ( ), and that thr
tachr s a crtan Mccus, an admrr of hs. Socrats rcognzs th
man as a capab "sophst," a trm nvr usd of physca tranrs. On
ntrng, Socrats fnds a numbr of boys and youths () payng
togthr, th formr havng just fnshd a sacrfc. It sms to
foow drcty from ths that ntctua ducaton was mpartd n
th pastras. If ths b tru, w may, I thnk, concud that n Athns
th schoos gnray wr outsd th cty was, though th cas was
crtany dffrnt n som othr cts.
In rgard to our thrd quston, t s car that, f boys spnt thr
who day n on pac, t woud b mor asy to dvd t proftaby
btwn musca nstructon and gymnastcs than f thy spnt on part
of t n on pac, and anothr n anothr. Just how t was dvdd, w
do not know, and I hav tt doubt that much dpndd upon th notons
of parnts and th tndncs of dffrnt prods. It s qut car,
from crtan compants of Arstot's, that n Athns parnts njoyd
grat brty n ths mattr. In any cas, snc, as w know, th
nsttutons of ducaton wr opn a day, t sms mor than probab
that on cass of boys took thr gymnastc sson at on hour, anothr
at anothr, and so wth othr branchs of study. It cannot b that th
physca tranng-schoos wr dsrtd whn th musc-schoos wr n
ssson. I thnk thr s suffcnt rason for bvng that,
gnray, th youngr boys took thr physca xrcss n th
mornng, and thr ntctua nstructon n th aftrnoon, th ordr
bng rvrsd n th cas of th odr boys. How much of th tm spnt
at schoo was gvn up to ssons and how much to pay, s not at a
car; but I am ncnd to thnk that th paytm was at ast as ong
as th worktm. Th schoos wr for boys what th agora and th
gymnasum wr for grown mn--th pac whr thr vs wr spnt.
Bfor w consdr sparaty th two dvsons of Athnan ducaton, a
fw facts common to thm may b mntond. In th frst pac, thy had
a common nd, whch was, to produc mn ndpndnt but rspctfu,
frdom-ovng but aw-abdng, hathy n mnd and body, car n
thought, rady n acton, and dvotd to thr fams, thr
fathrand, and thr gods. Contrary to th practc of th Romans, th
Athnans sought to prpar thr sons for ndpndnt ctznshp at as
ary an ag as possb. In th scond pac, th motvs mpoyd n
both dvsons wr th sam, vz. far of punshmnt and hop of
rward. As w hav sn, th Athnan boy, f h bhavd bady, was not
spard th rod. As an offst aganst ths, whn h dd w, h rcvd
unstntd pras, not to spak of mor substanta thngs. Educaton,
k vrythng s n Grc, took th form of comptton. Th
Homrc n (_I._, v, 208; x, 784),
"S that thou vr b bst, and abov a othrs dstngushd,"
was th motto of th Athnan n vrythng. In th thrd pac, n both
dvsons th chf am was th razaton of capacty, not th
patritism, which wuld g far t make him a gd ma ad a gd
citize. Frm the iambic pets he wuld lear t express with eergy his
idigati at meaess, feebleess, wrg, ad tyray, while frm the
lyric pets he wuld lear the laguage suitable t every geial feelig
ad impulse f the huma heart. Ad i recitig r sigig all these,
hw wuld his pwer f terse, idimatic expressi, his sese f petic
beauty ad his ear fr rhythm ad music be develped! With what a
treasure f examples f every virtue ad vice, ad with what a fud f
epigrammatic expressi wuld his memry be furished! Hw familiar he
wuld be with the character ad ideals f his ati, hw deeply i
sympathy with them! Ad all this was pssible eve befre the
itrducti f letters. With this evet a ew era i educati begis.
The by w t ly lears ad declaims his Hmer, ad sigs his
Simides r Sapph, he lears als t write dw their verses frm
dictati, ad s at ce t read ad t write. This, ideed, was the
way i which these tw (t us) fudametal arts were acquired. As s
as the by culd trace with his figer i sad, r scratch with a stylus
wax, the frms f the letters, ad cmbie them it syllables ad
wrds, he bega t write petry frm his master's dictati. The
writig-less f t-day was the readig, recitati, r sigig-less
f t-mrrw. Every by made his w readig-bk, ad, if he fud it
illegible, ad stumbled i readig, he had ly himself t blame. The
Greeks, ad especially the Atheias, laid the greatest stress up
readig well, recitig well, ad sigig well, ad the yuth wh culd
t d all the three was lked up as ucultured. Nr culd he hide
his wat f culture, sice yug me were ctiually called up, bth
at hme ad at mre r less public gatherigs, t perfrm their part i
the scial etertaimet.
The strictly musical istructi f this perid was almst etirely
cfied t simple, strg Dric airs, sug t a accmpaimet which
was played a istrumet clsely resemblig the mder guitar (,
). Compcatd and wnd nstrumnts wr unpopuar, and th
softr or mor thrng knds of musc, Lydan, Phrygan, tc., had not
yt bn ntroducd, at ast nto schoos. Anythng k th sk and
xcuton dmandd of profssona payrs, who wr usuay savs or
forgnrs, was consdrd atogthr unworthy of a fr man and a
ctzn, and was thrfor not amd at. Fond as th Athnans wr of
th fn arts, thy aways hd profssona sk n any of thm,
xcpt potry and musca composton, to b ncompatb wth that
dgnty and vrtu whch thy dmandd of th fr ctzn. A
rspctab Athnan woud no mor hav aowd hs son to b a
profssona muscan than h woud hav aowd hm to b a
profssona acrobat.
It s dffcut for us to undrstand th way n whch th Grks
rgardd musc. Infror as thr musc was to ours n a tchnca
ways, t xrtd an nfunc upon thr vs of whch w can form but
a fant concpton. To thm t was a dmonc powr, capab of rousng
or assuagng th passons, and hnc of bng usd for nfnt good or
v. No wondr, thn, that n thr ducaton thy sought to mpoy
thos knds whch tndd to "purgaton" (), and to avod thos
that wr xctng, sntmnta, or ffmnat! No wondr that thy
dsapprovd of dvorcng musc from th ntctua mnt contand
n th words, and aowng t to dgnrat nto a mr motona or
snsua uxury! Musc th Grks rgardd, not ndd as a mora forc
(a phras that to thm, who rgardd moraty as a mattr of th w,
woud hav convyd no manng), but as a forc whos offc t was, by
purgng and harmonzng th human bng, to mak hm a ft subjct for
mora nstructon. Musc, thy hd, brought harmony, frst nto th
which a sacrifice was ffered ad the bys were allwed the use f the
buildig t play games i, the victrs wearig crws.
It wuld be impssible, i a wrk f this cmpass, t eter it a
miute descripti f all the exercises f the Atheia palstra. We
must be ctet with a geeral statemet, which may be prefaced with the
remark that these exercises were at first light, icreasig gradually i
rigr ad difficulty as the stregth ad skill f the grwig child
permitted.
The chief gymastic exercises were five, amed i this rder i a famus
lie f Simides: (1) leapig, (2) ruig, (3) discus-thrwig, (4)
javeli-castig, (5) wrestlig (), ic l st g ve te n me to te
p lstr . We s ll not strictly ollo tis order, ut egin it
(1) _Running._--Tis s te simplest, ligtest, most n tur l, nd,
tereore, te most e sily t ugt o exercises. It s pro ly lso te
oldest. We ind even Homer m ing is ide l P ci ns egin teir g mes
it it, nd tis pr ctice seems to ve een gener l trougout
ntiquity. In t ing tis exercise, te oys divested temselves o ll
cloting nd d teir odies rued it oil. Te running ppe rs to
ve een o te simplest ind. Hurdle-r ces, s c-r ces, etc., ere
pp rently excluded rom educ tion. At te s me time, te running s
rendered diicult y te sot s nd it ic te course s covered to
te dept o sever l inces. Te r ces ere distinguised ccording to
teir lengt in urlongs or st di : (1) te urlong-r ce, (2) te
doule-urlong r ce, (3) te orse (our-urlong) r ce, (4) te long
r ce, ose lengt seems to ve een tenty-our urlongs, or out
tree miles. Te st dion s = 202 y rds Englis. Te sorter r ces
c lled or rie concentr tion o energy, te longer or persistence nd
endur nce; ll ere exercises in gility; ll tended to develop
lung-poer.
(2) _Le ping or Jumping._--Tis exercise seems, in te m in, to ve
conined itsel to te long le p. Toug te ig le p nd te pole-jump
c n rdly ve een unnon, e ve no evidence t t tey ere ever
employed in te gymn stic tr ining o oys. Tere m y ve een ygienic
re sons ic or de teir use. On te oter nd, oys ere t ugt to
lengten teir le p y me ns o eigts, some t simil r to our
dum-ells, c rried in teir nds, nd sung or rd in te ct o
le ping. Suc le ping ould e n exercise or te rms, s ell s or
te legs nd te rest o te ody. But, just s tere ere to exercises
intended ciely or te legs, so tere ere to intended ciely or
te rms--discus-troing nd j velin-c sting.
(3) _Discus-troing._--Te modern orld s een rendered very mili r
it te metod o tis exercise y te copies o te _discoolus_ o
Myron, preserved in Rome nd extensively engr ved nd potogr ped, nd
t t o te _discoolus_ o Alc menes ic no st nds in te tic n
(see Overec, _Griec. Pl sti_ vol. i, p. 276). Te discus s
gener lly l t, round piece o stone or met l, sort o l rge quoit
it no ole in te middle, ic te user sougt to tro s r s e
could. Te discoolus o Alc menes sos us
yout l ncing te discus
in is let nd, nd t ing te me sure o is tro it is eye; t t
o Myron sos us noter in te ct o troing. He sings te discus
c rd in is rigt nd, nd ends is ody or rd to l nce it.
His rigt oot, te toes contr cted it eort, rests irmly on te
ground; te let is sligtly lited; te ole ody is lie ent o.
In te next inst nt te let oot ill dv nce, te let nd, no
resting on te rigt nee, ill sing c rds, te ody ill resume
its erect position, nd te discus ill e sot or rd rom te rigt
nd lie n rro. Noting could so more cle rly t n does tis
st tue te perect org niz tion, symmetry, nd l nce ic ere te
im o Gree gymn stics. Not one lim could e moved itout ecting
ll te rest,--ic sos t t te exercise extended to te ole ody.
(4) _J velin-c sting._--Te im o tis exercise s to develop sill
nd precision o eye nd nd, r ter t n strengt o muscle. Te
instrument employed s sort d gger or l nce, ic s imed t
m r. He o could it te m r rom te gre test dist nce s te most
proicient scol r. Te spe r, eore eing tron, s l nced in te
rigt nd t te eigt o te e r.
(5) _Wrestling._--Tis very complic ted exercise s evidently te
princip l one in te gymn stic course, te one to ic te oters ere
oy could not pr ctice
merely prep r tory. It s te only one ic
y imsel. It exercised not only te ole ody, ut te p tience nd
temper s ell. Te im o te restler s to tro () his
atagist. Thse wh tk part i this exercise had their bdies rubbed
with il ad strew with fie sad. It seems that the wrestler was
allwed t d aythig he chse t his atagist except t bite,
strike, r kick him. Befre he culd claim the victry he had t thrw
him three times. After the ctest the wrestlers scraped frm their
bdies, with a strigil, the il ad dust,[2] bathed, were agai rubbed
with il, expsed their bdies t the su, i rder t dry ad ta them,
ad dressed. The bathig was de i cld water, ad bth the bathig
ad the suig were i part iteded t iure the bdy t sudde cld
ad heat, which iuremet was csidered a very essetial part f
physical traiig.
Such were the chief exercises emplyed i the gymastic traiig f the
Atheias. Thus far, we have csidered the tw braches f educati as
cducted separately, ad as t cmig at ay pit i ctact with
each ther. But it wuld have bee very ulike the Greek, ad especially
the Atheia, t leave the tw divisis f educati urelated ad
uharmized. Ad, ideed, he did t s leave them, but brught them
tgether i the mst admirable way i what he called _rchesis_, a wrd
fr which we have better equivalet tha
() _D ncin_ (, ).
"Dancrs," says Arstot, "by mans of pastc rhythms (rhythms
rproducd n pastc forms) mtat charactrs, fngs, and
actons." Xnophon, n hs _Anabass_, dscrbng a banqut that took
pac n th wds of Paphagona, says: "Aftr th traty was ratfd
and th pan sung, thr frst ros up two Thracans and dancd n armor
to th fut, apng hgh and ghty, and usng thr swords. Fnay
on of thm struck th othr, so that vrybody thought h had woundd
hm; but h f n an artfca way. Thn th Paphagonans rasd a
shout; but th assaant, havng dspod th fan man of hs armor,
wnt out sngng th Stacas. Thn othrs of th Thracans carrd out
th othr as f h had bn dad; but h was non th wors. Nxt, som
nans and Magnsans stood up and dancd th so-cad Carpa n
armor. Th mannr of th danc was ths: on man, puttng hs arms
wthn rach, sows and drvs a tam, frqunty turnng round as f
afrad. Thn a robbr maks hs apparanc. As soon as th othr sps
hm, h szs hs arms, advancs to hm, and fghts n front of th
tam. And th two dd ths kpng tm to th fut. Fnay th
robbr, havng bound th othr, carrs off both hm and th tam;
somtms, on th contrary, th poughman bnds th robbr, n whch
cas h yoks hm, wth hs hands bound bhnd hs back, to hs oxn and
drvs off." Svra othr dancs, prformd by prsons of dffrnt
natonats, foow; but nough has bn quotd to show that th Grk
wa metng vey dffeent fm u danng. It wa, ndeed, a
pantmm ballet, ntepeed wt _tableaux vvan_.
In te dane ee mentned, te flute te ntument emplyed, and
t te playe uld nt ampany wt ve. But n te Atenan
l, n te ld tme, te flute, and all mu wtut wd, wee
tabed. Tee an be n dubt, teefe, tat n tee te et
pefmane wee ampaned by te lye, te playe n w ang n
wd wat te dane daned. It bvu tat n u pefmane
te mual (lteay) and gymnat bane f eduatn ame n f
abut equal ae. Danng exeed te wle uman beng, bdy and
ul, and exeed tem n a mpletely amnu way. It t
amny, t ytm mvement f te bdy n nnane wt te
emtn f te ul and te pupe f te ntellgene, tat
_gae_ (). Hene, wle te Geek eled upn gymnat t
mpat tengt and fmne t te bdy, tey lked t danng f
utlne and gae. Plat plae te tw n te ame ftng, a
pat f a ngle dplne.
Te fat tat te tw dvn f eduatn met n danng eem t
pve wat I umed abve, vz. tat tey wee nduted wtn te
ame pent; n w ae we may uppe tat, wle te danng
exee tk plae n te palta, te mu wa uppled by te
mu mate. We knw tat te u-leade wa a publ ffe,
appnted by te dem, and ad t be ve fty yea ld. In any ae,
t uu enug t tnk tat Atenan, and, geneally, Geek,
eduatn ulmnated n danng. But t wa a pefetly lgal
eult; f te u te type f Geek al lfe, a we ee mt
lealy n te _Republ_ f Plat. It adly need t be pnted ut
tat te upeme fm f Geek at, te dama, wa but a develpment f
te Ba Dnya u. T develpment nted n te
epaatn f te mu fm te pantmme, and te agnment f te
fme t te u, w n lnge daned, but walked, and f te
latte t te at, w added te dalgue t t. Geek lfe wa
dvded nt tee pat--vl, mltay, elgu. Mu and lette
wee a pepaatn f te ft, gymnat f te end, and danng
f te td. Danng fmed a pmnent pat n Geek wp, and t
may be dubted wete fee Atenan eve daned exept "befe te
gd "-- , a Xenpn ay.
Tw tng tll eman t be ndeed wt egad t Atenan
l, (1) gadng, (2) lday. Wt epet t te fme, te
pate pbably dffeed at dffeent tme; but we eem t be
jutfed n aumng tat, at te tme f w I am peakng, tee
wee but tw gade, by () and youths (). Tee ae
mentned by Plat, n te _Ly_, a elebatng te Hema tgete
n a palta. Te ft gade wuld nlude te by fm even t
eleven yea f age; te end, te fm eleven t ffteen. A t
lday, tey eem t ave been mply te feat-day f te geate
gd, wen bune f evey t wa upended. Su day amunted t
abut nnety annually.
(3) COLLEGE EDUCATION.
Abut te tme wen e wa blmng nt mand, tat , me tme
between futeent and xteent yea, te Atenan by f te
lden tme wa tanfeed fm te pvate l and palta, w
belnged t te famly de f lfe, t te gymnaum, w belnged t
te State, and n w e eeved te eduatn alulated t ft m
f te dute f a tzen. Havng, n te famly and te l, been
taned t be a gentleman (), h must now b trand to b a
ctzn, capab of xrcsng gsatv, judca, and mtary
functons. Th Stat saw to t that h rcvd ths tranng, f hs
parnts chos and coud afford t.
In th tm of Soon, about B.C. 590, two grat gymnasa, th Acadmy
and Cynosargs, wr rctd n th mdst of xtnsv grovs outsd
th cty was. Ths grovs wr aftrwards surroundd wth hgh was,
furnshd wth sats and othr convnncs, and turnd nto cty parks.
Th Acadmy, whch ay to th northwst of th cty, n th vay of
th Cphsus, and was undr th patronag of Athna, was th rsort of
th fu-boodd ctzns, wh Cynosargs, stuatd to th ast of th
cty, nar th foot of Lycabttus, was assgnd to thos who had forgn
bood n thr vns, that s, who had ony on parnt of pur Athnan
stock. Ths gymnasum was undr th patronag of Hracs, whos worshp
aways mps th prsnc of a forgn and vanqushd mnt. Ths
wr th ony two gymnasa bongng to Athns bfor th tm of
Prcs. Thy wr, probaby, dstroyd by th Prsans n 480, and had
aftrwards to b rbut, and th grovs rpantd.
Wh th chdrn of nary a th fr ctzns of Athns attndd
th schoo and th pastra, t s car that ony th youth of th
wathr casss attndd th gymnasum. On rsut of ths was that
th govrnmnt and offcs of th Stat f xcusvy nto th hands
of thos casss; and t was prhaps just n ordr to mak ths
dvson, wthout ntroducng any cass-aw, that th shrwd Soon
stabshd th gymnasa, whch thus bcam a buwark aganst dmocracy.
As soon as th Athnan youth was transfrrd to th gymnasum, h
passd from undr th charg of th pdagogu, who rprsntd th
famy, and cam undr th drct survanc of th Stat. H was now
fr to go whr h woud, to frqunt th agora and th strt, to
attnd th thatr, n whch h had hs appontd pac, and to mak
hmsf drcty acquantd wth a th dtas of pubc f. In th
gymnasum h passd nto th hands of a gymnast or scntfc tranr,
and for th nxt two or thr yars was subjctd to th svrr
xrcss, wrstng, boxng, tc. No spca provson, byond th fact
that h had to arn th aws, was mad for hs ntctua and mora
nstructon. H was xpctd to acqur ths from contact wth th odr
ctzns whom h mt n th agora, th strt, or th pubc park. Thus,
at what s justy rgardd as th most crtca ag, h was amost
compd to v a fr, brzy, outdoor f, fu of actvty and
strrng ncdnt, hs thoughts and fngs drctd outwards nto acts
of w, and not turnd back upon hmsf or hs own stats. At th sam
tm h was acqurng just that practca knowdg of thca aws and
of ra f whch coud bst ft hm for actv ctznshp. H now
arnt to rd, to drv, to row, to swm, to attnd banquts, to
sustan a convrsaton, to dscuss th wghtst qustons of
statsmanshp, to sng and danc n pubc choruss, and to rd or wak
n pubc procssons. If h abusd hs brty and bhavd n a awss
or unsmy way, h was cad to account by th svr Court of th
Aropagus, whch attndd to pubc moras. H saw tt of grs of
hs own ag, xcpt hs sstrs, unss t was at pubc fstvas, whn
thr was tt opportunty of bcomng acquantd wth thm. Hs
affctonat natur thrfor xprssd tsf mosty n th form of
dvotd frndshps to othr youths of hs own, or nary hs own, ag,
wks, whch m k h bf c sm h bghs s h
wl
's hsy.
Th chf f hs lms,
h whch clu
ll h s,
w s h Gk
l f h my. Ahs w s g s S
s
schl s lg s sh mb
h
l, s lg s sh
sbu
w
h cc
c wh wh () inllcual, moal,
pacical; in a wod, so long as h Sa was govnd by h bs
ciizns (),
h s ckwl
g
h gh
s.
Nwhs
g h c f G
hs, s scly u
h Ahs w s g bc us,
s lg s, sh w s sc c (
h c ss),
sh
wh sh b
h fu
m l
l by bcmg
mc c. Ths ss mus b csu
s
y slu u
mc cy s such, s
yg h Ahs shg
v
h w y f hgh
l h h w. I smly s s f c,
whch m y b sly g lz
whu lsg s uh: A su
shs wh b
s h cl whch w s fu
PART II
THE "NEW EDUCATION" (B.C. 480-338)
CHAPTER I
INDIIDUALISM AND PHILOSOPHY
Hm ugh b
v fm h lss
wh,
Achlchus
lkws.--H clus.
Thu
s mus h v kwl
g f ll hgs,
Fs f h s
f s c f h Tuh h fch cvc,
Th f h s f m ls, wh u cvc b
s .
--P m
s.
All hgs w u
sgush
: h Illc c m
bugh
hm
.--A g s.
M s h m su f ll hgs.
I g
h G
s, I
.--P g s.
w by
ll b l,
by
ll w , uhly D g, w cuss, bl ck hms, lk
h s. Bu Jusc shs smky hms,
hs h
ghus lf,
, l vg, wh v
ys, fu
s gl
wh muy f h
s, sh
ws gh hly hgs, hg
h w f w lh, wh s cuf s m f s. A
h
wll s
.--schylus
Fm h m hy chl
h
y f h
h, w ch
hm
msh hm. As s s h chl
u
s
s wh s
s
hm, hs us
hs mh
hs
ggu
v hs
f h v wh ch h yg m k h bs f hm h
c b m
, vy w
sucg hm
w g hm,
"Ths s gh," "Ths s wg," "Ths s b uful," "Ths s
ugly," "Ths s ghus," "Ths s sful," "D hs," "D'
h ." A
f h chl
ly bys, wll
g
; f h
s
, h hy hm lk b
ws
sck,
s ghg hm u wh h s
blws. L , hy s
hm schl,
h hy l y h jucs u h m ss
y much m h g
bh v f h ss h
h ls
musc (); and te teae at upn
tee njuntn. Late yet, wen tey ave leant t ead, and ae
peedng t undetand te meanng f wat wtten, jut a
fmely tey undetd wat wa ad t tem, tey put befe tem
n te bene t ead te wk f gd pet, and nt upn
te leanng tem by eat--wk w ntan many admntn,
and many naatve, nble deed, and eulge f te wty men f
ld--te pupe beng t awaken te by' ambtn, tat e
may mtate tee men and tve t be wty lkewe. Te
mu-teae al, puung te ame lne, ty t nulate
elf-ntl () and t pevent te by fm fallng nt
mef. In addtn t t, wen tey ave leant t play n te
lye, te mate tea tem te pem, wtten by geat ly
pet, makng tem ng tem and play te ampanment t tem,
and mpellng tem t wk nt te ul te ytm and
melde f tem, tat tey may gw n gentlene, and, avng
te natue tmed and tuned, may be ftted t peak and at. Te
tut , te wle lfe f man need tmng and tunng.
Futeme, n addtn t all t, paent end te n t te
pyal tane, n de tat te bde may be mpved and
endeed apable f endng a nble ntent, and tey temelve
nt be fed, fm pyal deteatn, t play te wad n
wa te (eu) matte. And te w an bet affd t
gve t eduatn, gve mt f t, and tee ae te et
peple. Te n g ealet t l and leave t latet. And
wen te by leave l, te State nt tat tey all lean
te law and lve adng t tem, and nt adng t te wn
ape ... And f any ne tangee tee law, te State
pune m ... Seeng tat mu attentn devted t vtue,
bt n te famly and n te State, d yu wnde, Sate, and
quetn wete vtue be metng tat an be taugt? Suely yu
ugt nt t wnde at t, but ate t wnde f t uld _nt_
be taugt.--Plat, _Ptaga_ (_wd f Ptaga_).
"In't t tue, Ly," ad I, "tat yu paent lve yu vey
mu?"--"T be ue," ad e.--"Ten tey wuld w yu t be a
appy a pble?"--"Of ue," ad e.--"And d yu tnk a
pen appy w a lave, and nt allwed t d anytng e
dee?"--"I dn't, ndeed," ad e.--"Ten, f yu fate and
mte lve yu and w yu t be appy, tey endeav by evey
mean n te pwe t make yu appy."--"T be ue tey d," ad
e.--"Ten tey allw yu t d anytng yu pleae, and neve de
yu, pevent yu fm dng wat yu dee."--"By Jve! tey d,
Sate: tey pevent me fm dng a geat many tng."--"Wat d
yu mean," ad I; "tey w yu t be appy, and yet pevent yu
fm dng wat yu w? Let u take an example: If yu want t
de n ne f yu fate' at, and t ld te en, wen
t mpetng n a ae, wn't tey allw yu, wll tey
pevent yu?"--"By Jve! n: tey wuld nt allw me," ad e. "But
wy uld tey? Tee a atee, w ed by my
fate."--"Wat d yu mean? Tey allw a ed man, ate tan
yu, t d wat e lke wt te e, and pay m a alay
bede?"--"And wy nt?" ad e.--"Well ten, I uppe tey allw
yu t manage te mule-team, and f yu wanted t take te wp and
wp t, tey wuld pemt yu."--"Hw uld tey?" ad
e.--"Wat?" ad I: " nbdy allwed t wp t?"--"Of ue,"
e ad; "te muletee."--"A lave a fee man?"--"A lave," ad
e.--"And t eem tey tnk me f a lave tan f te n,
and entut te ppety t m ate tan t yu, and allw m
t d wat e pleae, weea tey pevent yu. But, fate, tell
me t. D tey allw yu t manage yuelf, d tey nt even
m
, g m su, s hsy
cs. O f s
m y suls w s h
Ahs h flu f fg m,
fg
s,
fg h bs, s k f fg g
s, ll f
whch
b k u h l
slf-c
, c fully g z
v
m s f llcu l m l
uc f s yug
czs, f hy ss
u
s c (s . 87). Nhg w s
s m f bl h f hs ws fgs csu
hmslvs ublc chs,
fll h l c whch h S h
lf
v c . Th S mgh cc s lly bjc,
sk ush
h f hm f cug f h yuh by h mulg f
mus hws
gus
s, s
h c s f
A g s; bu h cvy w s much h my wh
cy
f h m,--
c l
v
u lsc
cy s bl fm
mc cy,-- b
ss
wh lgh. Hc w s h , wh
fw y s f h b l f S l ms, h flush
Ahs
cl ss f m ukw bf wh h bu
s,
cl ss f v
fsss, "shss," s hy c ll
hmslvs, wh u
k
ch hc lly wh h S h
ssum
cul
b ugh ly
cc lly
by hslf, vz., vu
ws
m. Th
s w
vl, skg,
c l, hc cg l wly m c
m lz Ahs, by cu gg vc f h vy
ccs u whch h ly w s bul,
by
g sm f
h ms slfsh
v
u lsc
cs f
mc cy. If b
s
h hy h v h l c h hsy f hum vlu, s
h h l
s f h hgh vw f lf whch llws h
v
u l
sh f cvs
ss us
f h ccu
by h
S , hs m y c
whu
ffculy b
m
, whu u
bg hby fc
g
hm s bl m. Th uh s, hy
s
, cc
hy, h s f
v
u lsm,
whch w s h vywh ssg slf g s h s f
lsm ly,
whch h s h
ss slf
gg
sucv w y, bf h ghful cl ms f h w
cul
b m fs
h mz
. I s h c f hs
s f
v
u lsm
uc h csus h "Nw
E
uc ."
Ths s, s m fs
h shss
h chg,
c
ul g
s, u ly ly whm h sc f h S h
b
sus
, subsug f hm sm cu
f cy lk ,
sm b l
bs c lk Illc. I cu g
h
v
u l
sk hs
hs w l su,
g
h S s bu
m s
h
. I ch m
uc whch hs
s ccu
m l c. Wh h shss cu lly ugh h mbus yug
m wh sugh h suc, w s slf- ss, uscuulusss,
shwy hc, whs umh l css f cs, f cs,
f lsh
s m ch
gh bll y. I s bu f hm
s y h , h
v suc yug m h f
scus y, hy l
h fu
s f h f hc
h w s b
. I h schls hs fluc shw
slf
v us w ys: (1) c s
l u,
cmlc
sums
k
s f musc, (4) c sg
g
css f h l
m, s cfc
uc cu.
Bu, s l
y m k
, h w s shw
slf ms cl ly
Ahs
Gc.
Y Ahs
h
uc w llw
g u whu
suggl. Th sc c y lg suck h l
cls
gv hm ffc; bu, f lg u
s
h w
ccums cs
k ccu f hm,
h lc
f hm, by skg smly s h l
c
s. I
v
u ls
ls
h bs ffs f h s m
. schylus, wh h
fugh M h,
wh, m h y h Gk, w s
w
wh
h s f lg,
h l
myhlgy hc l
ss,
hs fm wk
ss f
m s, whby h
hsy
sus f h Gk l w shw b
u
gu
g Pv
c f bl jusc, w
g ch m cc
g
hs wks, bhg u
hms "gl
wh muy f h
s,"
hl
u cm h wch
l
s, f h Ah ul c,
g u hs cuym h byss f
suc h w s y wg
bf hm. Th wl
h s v s such s cm
y, v
h wks f Ml B um ch s. Y w s ll v . Lg
bf hs
h, Ash s w s fb
hl
u ublc sc
h
g
f hs l.
Amg h
v
u l czs wh l b
wh ll h mgh bg
b ck Ahs h l
wh w w f vy
ff ch c,
wms,
s, h l bg h wl
f c, h
h h wl
f hugh. Th fs w s Pcls, wh, sg h
mc cy w s h
f h
y, cc
,
, by hs s l
ch c
s, sv gu
why
s. I
cu g gym sc css, cul ly mg h ss f h w
f mls, h bul h Lycum, gv s c
All, bw
Cys gs
h cy w lls, s gym sum f hm. Wh vw
cu gg mg hm h su
y f musc, h bul
,
musc-h ll, u
h suh s
f h Acls. Bh w
m gfc sucus. Wh h
w
s h cml f h g
h f h cu gm f
cg, w
kw; h hs
hs l , h c h
ly b y
ub. Bu Pcls w s
ws m sus h h cul
uc hs l su-skg
cuym subjc hmslvs h l
scl, whu ffg
hm bjc c lcul
us h mb
c ll fh h
gy. Ths bjc w s hg lss h u
Gc, wh Ahs
s s c l. Hw h
h
m k hs bjc f ml hm,
Ahs why f h l c h
s
h ccuy, s
hc lly s
hs
y by h Pyl
h P h. O
h fz f h l s s
h slm s cfc h w s
cm h u f h Hllc l,
l c h h
f
cvlz . Wh
g Gc ss
ll hs ffs m k
h bcm c bly, h
m k h
s by fc,
h
Pls W , s
m fvlus , w s h sul.
H
lv lg ugh l h ucm f hs
s
m w k hs cuym w m l
lc l lf,
w s wll. If h h
, h mgh h v b fc
cgz h h h
f
f h l ws f h S ,
m k ccub g
() epetable, me tan undd all te gd e ugt t
ampl. Te tut , Pele wa melf t deeply mbued wt
te tee ve f tme--atnalm, elf-ndulgene, and lve f
w--t be able t ee any tue emedy f te evl tat pang fm
tem. Wat wa needed wa nt lette, mu, gymnat, danng,
deam f empe, but metng entely dffeent--a new mal
npatn and deal.
T, te end f te men t wm efeene a been made, Sate,
ugt t upply. In te mdt f elf-ndulgene, e lved a lfe f
pvety and pvatn; n te mdt f plend and te wp f
utwad beauty, e puued mplty and tk pleaue n uglne;
n te mdt f elf-aetve atnalm and all-knwng pty, e
pfeed gnane and ubmn t te gd. Te pblem f w t
ete te mal lfe f Aten and Geee peented telf t Sate
n t fm: _Te ld etal al antn, dvne and uman,
avng, unde te nfluene f atnalm and ndvdualm, lt te
pwe, wee and w all we fnd te antn t take te plae?_
T anwe t ne quetn wa te am f Sate' wle lfe. He wa
nt lng n eeng tat any tue anwe mut et upn a mpeenn
f man' ente natue and elatn, and tat te pt wee able t
mpe upn untymen nly beaue n u mpeenn wa
te. He aw tat te ld mal lfe, baed upn nave tadtn and
peptn, antned by gd f te magnatn, wuld ave t gve
plae t a mal lfe etng upn elf-undetandng and efletn.
He adngly adpted a mtt te mmand f te Delp ale,
_Knw Tyelf_ ( ),
s wk wh ll hs mgh
by .
H w, hf, w m h shss h w gu
h m
. A sysm lk hs vlv
hm wh
yg h g
s f hs cuy
cug h yuh; h
c l y h
hm bc us h cvc
s ch ms f v y,
sufc ly,
g c. Bw hm, hy cm ss
hs
h,
Ahs l , ly wh w s l , h sh h
sl h
h. Bu Sc s, hugh sl , w s
. Hs s lv
,
h wk whch h h
bgu gw
s
. Y cul
s v Ahs, c u c
whch sh h wul
cul
cc, h f m
llg h ly
h lf f h czs
cc
c wh
v uh
jusc. I
, hugh h
scv
Ah
uc . M, wkg hs s,
s
wh hs
uh, m lss cl ly u
s
, lms mm
ly l c
h
shss Ahs,
w h f h czs, l
yug, h sus s ch f uh. I f c, fm hs m , h
llcu l
cy bg v l v h gym sc
musc l,
hs cu
ul, f lly, bsb
h whl lf f h
l,
Ahs, fm bg uvsy-S , bc m
S -uvsy. Such w s h
ys f Cc, P ul, Plu ch,
Luc ,
Pclus. Th hs -s
cy w s f l h
lc l lf f Ahs,
hf, sm
g, s m l
lf, s cl ugh;
, hugh w c hl
Sc s s lly
ssbl f hs sul, w mus sll
m h w s whch
flw
fm hs sysm f hugh. Ps lly,
, Sc s w s
m l h,
"fv ghus" m lk hm, h
hy
, wul
h m h
ly kw h gh
b
y fllw .
Hc h gg
m c ch
gh kwg,
h
cm v glc f gh flg
gh
g, whch h
squl v
s lyzg. Hc h f lu f Sc s' chg
sm h
f cu Ahs,
s h l hsm
wh.
Sc s lf bh
hm m y
scls, sm f whm
sgush
ls f hs
c, hy w
v
wh sc h m s
whby hs w s b ccmlsh
. O y, bs s
by
Pl ,
fllwg ms clsly h fss f h m s, hl
hgh bv y
ll sc l sus. Ths w vws m
hmslvs, s
by s
, ly ll subsqu Gk hugh,
l s fu
ss h S
Chuch f h Chs wl
.
Tw f Sc s' fllws, blvs su l m ly, lf
bh
hm ss whch h v cm
w us, gvg h vws s
h m whch vu mgh b culv
. Ths h
cc l Xh
h hc Pl , bh m f u Ah
sck. Nhg wll b bl us cmh
h vls f h "Nw
E
uc " h
cs
f h m s by whch hs why m
s
m
y hm. Bh
lss
U s; bu h fm
s csv v
c y, whl h l s scul v
CHAPTER II
XENOPHON
Nv
g
s h ul f h m y; l b h ul.--Hm
u l
Ah u ,
b
sf
by su
y
c c wh h wl
. H h
mc cy s c
lly h h wul
lv Ahs wss s
vulg y
s
; bu h lv
hs cuy,
s
s
s l s
h c wh. H blv
h hs cul
b
ly by sm g , y l s ly, lk Lycugus Cyus,
fcg g
scl,
c m
ucg h m h
cz. Uwllg, b bly, hl
u h
S s m
l hs
b
sm g cuym, h l
h sc f hs
ggc l
m c f -ff Ps .
I h _E
uc f Cyus_ ( ) we h ve Xenphn's scheme
fr perfect educ tin. Despite the scene in which it is id, it is
purey Heenic, m de up f Atheni n nd Sp rt n eements in but e
u
prprtins. Fr this re sn s it h s speci interest fr us. As
the prtin f the tre tise de in directy with pubic educ tin is
brief, we c n h rdy d better th n tr nscribe it in tr ns tin.
"Cyrus is sti ceebr ted in eend nd sn by the b rb ri ns s
m n
f extr rdin ry persn be uty, nd s f mst ente, studius, nd
hnr-vin dispsitin, which m de him re dy t under ny br, nd
br ve ny d ner, fr the s e f pr ise. Such is the ccunt th t h s
been h nded dwn f his ppe r nce nd dispsitin. He w s, f curse,
educ ted in ccrd nce with the ws f the Persi ns. These ws seem t
bein their effrts fr the pubic we t different pint frm thse
f mst ther st tes; fr mst st tes, fter win p rents t educ te
their chidren s they pe se, nd the der pepe even t spend their
time ccrdin t their wn preference, y dwn such ws s: Thu
sh t nt ste , Thu sh t nt rb, Thu sh t nt cmmit bur ry,
Thu sh t nt cmmit ss ut, Thu sh t nt cmmit dutery, Thu
sh t nt disbey
m istr te, etc.; nd if ny ne tr nsresses ny f
these ws, they infict punishment n him. The Persi n ws, n the
cntr ry, prvide befreh nd th t the citizens sh never, frm the
very first, h ve ny dispsitin t cmmit wiced r b se ct. And
they d s in this w y. They h ve wh t they c Freemen's S
u re,
where the ry p ce nd the ther pubic buidins st nd. Frm this
s
u re re remved w res nd ch fferers, with their cries nd
vu rities, t nther p ce, s th t their din nd disrder m y nt
interfere with the decrum f the cutiv ted c ss. This s
u re in the
neihbrhd f the pubic buidins is divided int fur p rts, ne fr
bys, ne fr yuths (), f m u m,
f m
by
h ml y g. Th hu wh hs sh ll h
l cs s sl
by l w. Th bys
m u m cm
yb k, h
l
m wh hy hk f, c h sc l
ys wh hy
bu
. Th yuhs ss h gh by h ublc bul
gs
lgh m, ly hs wh m
bg cus
. Ths
hu
u, ulss hy h v b
bfh
; bu s
hugh
c b f bs. E ch f hs
vss s u
h ch g f wlv gvs, fm ch f h wlv bs
whch h Ps s
v
. Th gvs f h bys chs
fm mg h l
ly m, wh sc l vw h fss f
m kg h ms f bys, whl hs f h yuhs chs fm mg
h m u m u sml cl. Ths f h m u m
slc
wh vw h bly hl
hs h gul
us,
h sc l cmm
s f h sum uhy. Ev h
l
m h v s
s
v hm, wh s h hy fm
h
uy. Wh h
us f ch w sh ll w s ,
shw jus hw vs s m
f scug h hghs wh h
f h czs.
"Fs, h, h bys, wh hy g schl, s
h m
l g jusc. Thy s y hy g f h us, jus s u bys g
l ls. Th gvs s
h g f h
y
cg s ju
gs mg hm. I s
lss s y h bys, s wll s
m, bg ch gs g s ch h f hf
bby
vlc
c
sl
,
sml hgs,
hs whm h ju
gs
f
guly f y f hs hy ush. Bu hy ls ush hs whm
hy f
bgg f ls ch gs. Thy uc ju
gm lkws
ch g whch, m h yhg ls, m ks m h ch h,
h __ s h
m mv vy fm f b sss. Thy ch h bys ls
slf-
l,
hs g ly
l g hs vu fm
sg
ly cs
by h l
s. Ah hg hy ch hm
s b
c hs l c
uhy v hm;
hy
g ly
l g hs, by sg h l
s scly byg
h gvs. Ah hg y whch hy ch hm s
slf-
scl m s f g
kg;
hy g ly
hs by sg h h l
s v bs hmslvs f
h us f g, ul hy m
s by h
gvs, s wll s by h f c h hy (h bys)
wh
h mhs, bu wh h chs,
sg l fm h
gvs. As f
, hy bg wh hm fm hm b
, s
lsh,
suum,
k, f hy hsy, hy bg
h cu
w w fm h v wh. I
ll hs
hgs, h bys l sh wh h bw
hw h j vl.
U h g f s sv y s, hs h su
s
whch h bys g g; f h hy sf
h cl ss f
c
s ().
"Ths c
s s
h m hs w y: F y s fm h m
wh hy g
u fm h bys' cl ss, hy sl, s w h v l
y
s
, h ccs f h ublc bul
gs, cg c s
gu
h cy
csg slf-
l. I s g lly g
,
, h hs s h g whch sc lly qus . Dug
h
y hy h
ss l f h gvs,
y
fm y ublc svc qu
. If such svc s
m
,
b h
cl
; ff
s hm cs m chg
ug,
cmls hm us h bws h j vls u wl
m ls,
whv hy h cm u hm. Thy f fc
, mv,
sh h cu g, wh hy f
hmslvs f c f c wh
sm wful m l. Thy mus, f cus, wu
h h cms
cls qu s,
hl
b y h h cks hm. Hc s
ffcul f
w yhg h s bs fm h ch s. Wh
hy g u hu, h yug m, f cus, k wh hm l g
luch h h bys llw
h v; bu hs s h ly
h ffc ls
w fm hs cl ss, c h bys' chs. A
h f c b s
, l hm fm hs b,
h wh s
ll
m s
sh
ll hs lf.
"T gv cl f h ly f h Ps s s
whl, I
wll c my ss ll. Af wh h s b s
, hs m y b
vy fw w
s: Th Ps s, h, s
umb bu
hu
wy hus
. Of hs, s clu
by l w fm
hs ffcs; bu ll Ps s llw
s
h ss
h ublc schls f jusc. Hwv, s ly hs wh bl
m h ss whu mlym h s
hm h: h s
. O h h h
, hs h
uc
by h ublc chs
m
s
h yuh mg h _hbi_, while thse wh
have t cmpleted this educati are t. Agai thse that pass their
yuth amg the _ephbi_, ad cme up t the legal requiremets, are
allwed t graduate it the class f mature me, ad t participate i
hrs ad ffices; whereas thse wh d t pass thrugh the grade f
the _ephbi_ d t rise t the class f mature me. Fially, thse wh
cmplete the curriculum f the mature me withut reprach, pass it
the class f elders. Thus it is that this class f elders is cmpsed f
me wh have passed thrugh all the grades f culture. Such is the
plity f the Persias, ad such is the system f traiig whereby they
edeavr t secure the highest wrth."
This Utpia scheme f educati has a peculiar iterest, because it is
thig mre r less tha the ld ideal f Greek educati becme fully
cscius f itself, uder the ifluece f the ew ideal. Let us call
atteti t the mai pits f it. (1) The educati here set frth is
purely plitical: me are regarded simply ad slely as citizes; all
hrs are civic hrs. (2) N prvisi is made fr the educati f
wme, their rage f activity beig etirely cfied t the family.
(3) Disticti is made t rest up educati ad cduct. (4) The
prer classes f the ppulati, thugh t legally excluded frm
educati, psiti, ad pwer, are virtually excluded by their pverty,
s that the gvermet is altgether i the hads f the rich, ad is,
i fact, a aristcracy, while pretedig t be a demcracy: hece, (5)
Scial distictis are distictis f wrth, which is just the Greek
ideal.
There is, hwever, e pit i the scheme which shws that it is
reactiary, directed agaist prevailig tedecies. Nt e wrd is
said f the itellectual side f educati, f music r letters. It is
evidet that Xeph, himself a ma f mea literary attaimets,
clearly saw the dagers t Greek life ad liberty ivlved i that
exaggerated devti t literary ad itellectual pursuits which
fllwed the teachig f the sphists ad Scrates, ad that, i rder
t check this perilus tedecy, he drew up a scheme f educati frm
which itellectual ad literary pursuits are altgether excluded, i
which justice takes the place f letters, ad music is t metied.
This suggests a curius iquiry i respect t his _Memirs f Scrates_.
This wrk has geerally bee regarded as givig us a mre crrect ti
f the real, livig Scrates tha the maifestly idealizig wrks f
Plat. But was t Xeph, wh culd t fail t see the future pwer
f Scrates' ifluece, as axius as Plat t claim the prphet as the
champi f his w views, ad des t this fact determie the whle
character f his wrk? Is it t a rmace, i the same sese that the
_Cyrpdia_ is, with ly this differece, that the facts f Scrates'
life, beig fairly well kw t thse fr whm Xeph was writig,
culd t be treated with the same freedm ad disregard as thse f
Cyrus' life?
Befre we part with Xeph, we must call atteti t ather treatise
f his, i which he deals with a subject that was the pressig fr
csiderati--the educati f wme. While, as we have see, the
lia states ad eve Dria Sparta prvided, i sme degree, fr
wme's educati, Athes apparetly, cceivig that wma had
duties utside f the family, left her educati etirely t the care f
that istituti. The cservative Xeph des t depart frm this
view; but, seeig the mral evils that were sprigig frm the eglect
f wme ad their iability t be, i ay sese, cmpais t their
cultured, r ver-cultured, husbads, he lays dw i his _cmics_ a
scheme fr the educati f the yug wife _by her husbad_. As this
affrds us a admirable isight it the lives f Atheia girls ad
wme, better, ideed, tha ca be fud elsewhere, we cat d better
tha trascribe the first part f it. It takes the frm f a
cversati betwee Scrates ad a yug husbad, amed Ischmachus
(Strg Fighter), ad is reprted by the frmer. Scrates tells hw,
seeig Ischmachus sittig at leisure i a certai prtic, he etered
it cversati with him, paid him a acceptable cmplimet, ad
iquired hw he came t be early always busy ut f drs, seeig that
he evidetly spet little time i the huse. Ischmachus replies:-"'As t yur iquiry, Scrates, it is true that I ever remai idrs.
Nr eed I; fr my wife is fully able by herself t maage everythig i
the huse.' 'This agai, Ischmachus,' said I, 'is smethig that I
shuld like t ask yu abut, whether it was yu wh taught yur wife t
be a gd wife, r whether she kew all her husehld duties whe yu
received her frm her father ad mther.' 'Well, Scrates,' said he,
'what d yu suppse she kew whe I tk her, sice she was hardly
fiftee whe she came t me, ad, durig the whle f her life befre
that, special care had bee take that she shuld see, hear, ad ask as
little as pssible. Ideed, d't yu thik I ught t have bee
satisfied if, whe she came t me, she kew thig but hw t take wl
ad tur it it a garmet, ad had see thig but hw tasks i
spiig are assiged t maids? As regards matters cected with eatig
ad drikig, f curse she was extremely well educated whe she came,
ad this seems t me the chief educati, whether fr a ma r a wma.'
'I all ther matters, Ischmachus,' said I, 'yu yurself istructed
yur wife, s as t make her a excellet husewife.' 'T be sure,' said
he, 'but t util I had first sacrificed, ad prayed that I might
succeed i teachig her, ad she might succeed i learig, what was
best fr bth f us.' 'The,' said I, 'yur wife tk part i yur
sacrifice ad i these prayers, did she t?' 'Certaily she did,' said
Ischmachus, 'ad slemly prmised t the gds that she wuld be what
she ught t be, ad shwed every evidece f a dispsiti t t
eglect what was taught her.' 'But d, I beseech yu, Ischmachus,
explai t me,' said I, 'what was the first thig yu set abut teachig
her? I shall be mre iterested i hearig yu tell that, tha if yu
tld me all abut the fiest gymastic r equestria exhibiti.' Ad
Ischmachus replied: 'What _shuld_ I teach her? As s as she culd be
hadled, ad was tame eugh t cverse, I spke t her i sme such
way as this: Tell me, my dear, have yu ever csidered why I tk _yu_
as my wife, ad why yur parets gave yu t me? That it was t because
I culd t fid ay e else t share my bed, yu kw as well as I.
N, but because I was axius t fid fr myself, ad yur parets were
axius t fid fr yu, the mst suitable parter i hme ad
ffsprig, I selected yu, ad yur parets, it seems, selected me, ut
f all pssible matches. If, the, Gd shall ever bless us with
childre, the we will take the greatest care f them, ad try t give
them the best pssible educati; fr it will prve a blessig t bth
f us t have the very best f helpers ad supprts i ur ld age. But
at preset we have this as ur cmm hme. Ad all that I have, I pass
ver t the cmm stck, ad all that yu have brught with yu, yu
have added t the same. Nr must we begi t cut which f us has
ctributed the larger umber f thigs, but must realize that whichever
f us is the better parter ctributes the mre valuable thigs. The,
Scrates, my wife replied, ad said: I what way ca I cperate with
yu? What pwer have I? Everythig rests with yu. My mther tld me
that my ly duty was t be dutiful. Assuredly, my dear, said I, ad my
father tld me the same thig. But it is surely the duty f a dutiful
husbad ad a dutiful wife t act s that what they have may be imprved
t the utmst, ad by every fair ad lawful meas icreased t the
utmst. Ad what d yu fid, said my wife, that I ca d twards
helpig yu t build up ur huse? Dear me! said I, whatever thigs the
gds have edwed yu with the pwer t d, ad the law permits, try t
d these t the best f yur ability. Ad what _are_ these? said she. It
strikes me, said I, that they are by meas the least imprtat
thigs, uless it be true that i the hive the quee-bee is etrusted
with the least imprtat fuctis. Ideed, it seems t me, my dear, I
ctiued, that the very gds have yked tgether this cuple called
male ad female with a very defiite purpse, viz. t be the surce f
the greatest mutual gd t the yke-fellws. I the first place, this
ui exists i rder that livig species may t die ut, but be
preserved by prpagati; i the secd, the parters i this ui, at
least i the case f huma beigs, btai thrugh it the supprts f
their ld age. Mrever, huma beigs d t live, like aimals, i the
pe air, but bviusly require rfs. Ad I am sure, peple wh are
gig t have aythig t brig uder a rf must have sme e t d
utdr duties; fr, yu see, plughig, swig, platig, herdig, are
all utdr emplymets, ad it is frm them that we btai all ur
supplies. O the ther had, whe the supplies have all bee brught
uder cver, there is eeded sme e t take care f them, ad t
perfrm thse duties which must be de idrs. Amg these are the
rearig f childre ad the preparati f fd frm the prduce f the
earth; likewise the makig f clth ut f wl. Ad, sice bth these
classes f duties, the utdr ad the idr, require labr ad care,
it seems t me, I said, that Gd has cstructed the ature f wma
with a special view t idr emplymets ad cares, ad that f ma
with a view t utdr emplymets ad cares. Fr he has made bth the
bdy ad the sul f the ma better able tha thse f the wma t bear
cld, heat, travellig, military service, ad s has assiged t him
the utdr emplymets. Ad, sice he has made the bdy f wma less
able t edure these thigs, he seems t me t have assiged t her the
idr emplymets. Csiderig, mrever, that he had made it wma's
ature ad duty t urish yug childre, he imparted t her a greater
lve fr babies tha he did t ma. Ad, iasmuch as he had made it part
f wma's duty t take care f the icme f the family, Gd, kwig
that fr care-takig the sul is e the wrse fr beig ready t fear,
bestwed up wma a greater share f fear tha up a ma. O the
ther had, kwig that he wh atteds t the utdr emplymets will
have t prtect the family frm wrg-ders, he edwed him with a
greater share f curage. Ad, sice bth have t give ad receive, he
divided memry ad carefuless betwee them, s that it wuld be
difficult t determie which f the sexes, the male r the female, is
the better equipped with these. Ad the ecessary self-deial he divided
betwee them, ad made a decree that, whichever f the tw, the husbad
r the wife, was the superir, shuld be rewarded with the larger share
f this blessig. Ad just because the ature f ma ad the ature f
wma are t bth equally fitted fr all tasks, the tw are the mre
depedet up each ther, ad their ui is the mre beeficial t
them, because the e is able t supply what the ther lacks. Ad w,
said I, my dear, that we kw the duties which Gd has assiged t us
respectively, it becmes each f us t d ur best, i rder t perfrm
these duties. Ad the law, I ctiued, cicides with the divie
iteti, ad uites ma ad wma. Ad, just as Gd has made them
parters i ffsprig, s the law makes them parters i the husehld.
Ad the law sets its apprval up that differece f fucti which Gd
has sigified by the differece f ability which marks the sexes. Fr it
is mre respectable fr a wma t remai idrs tha t sped her time
ut f drs, ad less respectable fr a ma t remai idrs tha t
atted t utdr ccers. Ad, if ay e acts i a maer at variace
with this divie rdiati, it may be that his trasgressi des t
escape the tice f the gds, ad that he is puished fr eglectig
his w duties r perfrmig thse f his wife. It appears t me, said
I, that the quee-bee als perfrms duties that are assiged t her by
Gd. Ad what duties, said my wife, des the quee-bee perfrm, that
have ay resemblace t thse icumbet up me? This, said I, that she
remais i the hive ad des t allw the ther bees t be idle, but
seds ut thse that have t wrk t their busiess, ad kws ad
receives what each brigs i, ad takes care f it till it is eeded fr
use. Ad whe the time fr usig cmes, she distributes t each her just
share. Besides this, she atteds t the cstructi f the hey-cmbs
that ges idrs, ad sees that it is de prperly ad rapidly, ad
carefully sees that the yug swarm is prperly reared. Ad whe it is
ld eugh, ad the yug bees are fit fr wrk, she seds them ut, as
a cly, uder the leadership f e f the ld es. Ad will it be my
duty, said my wife, t d these thigs? Exactly s, said I, it will be
yur duty t remai idrs, t sed ut tgether t their wrk thse
whse duties lie ut f drs, ad t superited thse wh have t wrk
idrs, t receive whatever is brught i, t dispese whatever has t
be paid ut, while the ecessary surplus yu must prvide fr, ad take
care that the year's allwace be t spet i a mth. Whe wl is
brught i t yu, yu must see that it is tured it clth; ad whe
dried grai cmes, that it is prperly prepared fr fd. There is,
hwever, e f yur duties, said I, that will perhaps seem smewhat
disagreeable t yu. Wheever ay e f the slaves is sick, yu will
have t see that he is prperly ursed, matter wh he is. Ideed,
said my wife, that will be a mst pleasat duty, if thse wh have bee
carefully ursed are gig t be grateful ad kidlier tha they were
befre. Ad I,' said Ischmachus, 'admirig her aswer, ctiued: D't
yu suppse, my dear, that by such examples f care the part f the
quee f the hive the bees are s dispsed t her that, whe she leaves,
e f them are willig t remai behid, but all fllw her? Ad my
wife replied: I shuld be surprised if the duties f headship did t
fall t yu rather tha t me. Fr my guardiaship ad dispsal f
thigs i the huse wuld be ridiculus, uless yu saw t it that
smethig was brught i frm withut. Ad my brigig-i wuld be
ridiculus, said I, if there were e t take care f what I brught?
D't yu see, I said, hw thse wh pur water it a leaky barrel, as
the expressi is, are pitied, as wastig their labur? Ad ideed, said
my wife, they are t be pitied, if they d that. There are ther
special duties, said I, that are sure t becme pleasat t yu; fr
example, whe yu take a raw had at weavig ad tur her it a adept,
ad s duble her value t yu, r whe yu take a raw had at maagig
ad waitig ad make her capable, reliable, ad serviceable, s that she
acquires utld value, r whe yu have it i yur pwer t reward thse
male slaves that are dutiful ad useful t yur family, r t puish e
wh prves the ppsite f this. But the pleasatest thig f all will
be, if yu prve superir t me, ad make me yur kight, ad if yu
eed t fear that, as yu advace i years, yu will frfeit respect i
the huse, but are sure that, as yu grw lder, the better a parter
yu are t me, ad the better a mther t the childre, the mre highly
yu will be respected i the huse. Fr all that is fair ad gd, said
I, icreases fr me, as life advaces, t thrugh beauties, but
thrugh virtues. Such, Scrates, t the best f my recllecti, was the
first cversati I had with my wife.'"
Ischmachus ges ad tells hw, i subsequet cversatis, he
taught his wife the value f rder, "hw t have a place fr everythig,
ad everythig i its place," hw t trai a servat, ad hw t make
herself attractive withut the use f csmetics r fie clthes. But
eugh has bee quted t shw what the ideal family relati amg the
Atheias was, ad what educati was thught fittig fr girls ad
wme. Just as the ma was merged i the citize, s the wma was
merged i the husewife, ad they each received the educati ad
traiig demaded by their respective duties. If Atheia husbads had
all bee like Ischmachus, it is clear that the lives f wives might
have bee very happy ad useful, ad that harmy might have reiged i
the family. But, ufrtuately, that was t very fte the case. Wives,
beig eglected, became lazy, wasteful, self-idulget, shrewish, ad
useless, while their husbads, fidig them s, sught i immral
relatis with brilliat ad cultivated _hetr_, r i wrse relatis
still, a carse substitute fr that satisfacti which they ught t
have sught ad fud i their w hmes. Thus there grew up a cditi
f thigs which culd t fail t sap the mral fudatis f sciety,
ad which made thughtful me tur their atteti t the questi f
wma's educati ad sphere f duty.
CHAPTER III
PLATO
All huma laws are urished by the e divie law; fr it
prevaileth as far as it listeth, ad sufficeth fr all ad surviveth
all.--Heraclitus
Thugh reas is uiversal, the mass f me live as if they had each
a private wisdm f his w.--_Id._
ANTIGONE. ... But him will I iter;
Ad sweet 'twill be t die i such a deed,
Ad sweet will be my rest with him, the sweet,
Whe I have righteusly ffeded here.
Fr lger time, methiks, have I t please
The dwellers i y wrld tha thse i this;
Fr I shall rest frever there. But thu,
Dishr still what's hred f the gds.
--Sphcles, _Atige_.
The circle
evil days,
treasurig
ideed, as
hwever, t all me have the icliati t avail themselves, but ly
a chse few, t whm the gds have grated the ispirati f Lve
()-- longing in to m dness (), inded by physic be uty,
but tendin t the Supreme Gd. This d, s we sh see, cnsists in
the visin () f etern truth, f bein, s it is. The few men
wh re bessed with this ve re the diviney ppinted refrmers nd
uides f m nind, the we-bein f which depends upn submissin t
them. The di ectic methd is the prcess by which the inspired mind
rises frm the be uty f physic thins, which re w ys p rticu rs,
t the be uty f spiritu thins, which re w ys univers s, nd
fin y t the be uty f the Supreme Gd, which is _The Univers _. The
m n wh h s re ched this st, nd wh sees its re tin t ther
univers s, s th t they frm tether crre ted whe, sees
truth, nd is the s e. Wh t we c univers s P t c ed "ide s"
( = fms scs). Ths
s h g
s s g , s
umbs, s cv ws,
s subs cs, h hghs f whch s
G
.
Tw hgs sc lly bl cc wh hs hy: (1)
h vlvs h O l scc vw f lf whch m ks m u
w y fm h ssbl wl
,
sk h
h ss h
cllss wl
f hugh; (2) h suggss
vw f h u f
G
whch cms lusly O l hsm. Pl ,
,
wh
s s ly f G
; bu h
s h ffm ,
h
c ly l vs h mss h h Sum Bg s fc cg
cc
g
umc l l w. I wul
b
ffcul
vsm h fluc f hs w vws u h subsqu cus
f Gk
uc
lf. Th fm suggs
h su-cvc m
sh f cvy whch h cul
fl hmslf w s su h
cvc, vz.
sh f cml ; whl h sc
, by blug,
h gg, h ss l lms f s ly G
, vz.
cscusss, chc,
wll, lf l c f
uly lgus
m l lf. Ths l s why Pl sm, whl h s s
g
cvc mvm, h s l y
such
mg ccls scsm,
why, vhlss, h Chuch f gs w s cmll
fgh h
cs f , whch
g m su u
h gs f
Pl 's s cc, Asl.
W w
y k u u sc
qus: Hw c h s g
succss f s gs cu hs
g z hum lf,
scu
wk f hm? Pl h s gv w w
ly
ff sws hs
qus, hs w ms sv wks, (1) h _Rublc_, w
hs l lf, wh h w s u
h fluc f H clus,
P m
s,
Sc s,
s
g v u
w
h
l wl
f hsy, (2) h _L ws_, w w
h
f hs
lf, wh h bc m ccl
, l s, h l wl
s
l blfs,
fu
s sf c
s h
chgs f Pyh g s. Hs ch g f llg c s shw by h f c
h h _L ws_,
hm l, Sc s
s s
ch c. W sh ll s k fs f h _Rublc_,
h u
wh h _L ws_
ffs fm .
Wh Pl w hs _Rublc_, h w s
ly mss
wh h vls
gs f h sc l
whch h lv
. Ths mss,
whch w s h f vy sus m f h m, h
hs c s
b bly b
by h chg
h gc
h f Sc s.
Th
gs w, bvusly, h
m lz f Ah m
wm,
h csqu w kg
sslu f h sc l b
s.
Th vls, s h s w hm, w (1) h
fcv
uc f chl
,
(2) h glc f wm, (3) h g l
sg z f h S
hugh
v
u lsm, whch l c
w h h
s f g c
cy, s
f hs f ws
m
wh. Th _Rublc_ s
schm f mvg hs vls
vg h csqu
gs. I
s h Pl c s g's c f h h lg f scy,
s bu
f s y h , f ll h U
shc schms v s
f hs
, s cm bly h bs. I ss hg lss h
h cml sfm f scy, whu ffg y h s
hw slfsh
g
l s b
uc
subm h. I
h sfm
scy, h S s ll ll; h f mly s
blsh
; wm m c
sh h
uc
us
f m; h S
s h c
uc f chl
;
v y s fb
v
usy,
,
my-m kg. Th wll-bg f h
S , s f h
v
u l, s scu ly wh h l s bw
hs cl sss h fu c
l vus; wh h s gs ul,
h sl
s
my-m ks cc hs ul,
wh ch cl ss
scly cfs slf s w fuc, s, f ml, h h
s gs
m fgh, h sl
s m k my, h
my-m ks fgh ul. I h Pl c
l S , cc
gly,
h h cl sss
wll
h v
sc fucs. All h w
s h h
s f h hlshs, wh
wll lfy sl ,
v
h cml f
v
s,
sc
g ly
hugh g c mgl wh hum ff s, s chs
bslu
uls, ulg whu l ws. Th wll s fc
by h ml y
cl ss, cms
f bh ss, whch lvs us
h cy,
vg
slf hysc l css
h
fc f h S . Ths w
cl sss gh csu h gu
s () f h S ,
s
ch h h l f h
h
. Thy
uc
hg, w hg, lv s gly,
,
, chsh svg
cm f ll
ucg
wg, s wll s f hs wh
uc
w. Thy f
h s sf c h fm c f h
fucs,
h m c f vu h S . Wh sm ll mu
f m l g
hy qu s sul
hm by h
us l
cl ss, whch hy c h jym f h ly g
svs
f c c , h g
f h s. Ths cl ss, f
cus, h s w, h
cv cuv, bg c bl f
y. I s, vhlss, ly h y s c
f ul g,
, s f s vu c b
c
f ssu ly, vuus, h
csss f ssu ly bg ss
by h h w cl sss. I
,
h g m whch Pl cl ms f hs schm s, h scus
h my,
hf h ss, f ll, by l cg vy
v
u l
cz h cl ss whch by u h blgs, h s, whch
hs u c f
h fulls
fs ss cm bl wh
h wll-bg f h whl. Such s Pl 's lc l schm, m k
by
h w us Gk ch cscs, lv f h my
cm
f l b. I s cuus hk h fsh
w
h m
sus--h ccls sc l h chy, h s
g my,
h
us l cmmuy, whch, hwv, h l s f w
m
by Pl lms vs
, wh ( s ly f s y) h sul
whch h fs w.
I yg sw h qus, By wh m s sh ll hs cl sss b
su
? Pl c lmly ssums h hs schm s l
y full
mg gw l, s h h ly
ffculy m g s
wh g
h chl
. A
hs s cmlly m by hs schm f
uc . Th S , l us s y c, h hlshc cl ss,
h vg blsh
h f mly,
ssum
s fucs,
ms wh
umb
k
f chl
qus y gv m,
v
s
f hm s wul
f sh k. I bgs gh fsv ls
h vgus m ls
fm ls,
llws hm chs h m s
f h cc s. As s s h chl
b, hy mv
mhs, ll s
hs wlf ;
h mhs, bg lv
T us,--cs
g h P
s, Pug y,
Hll f
C hlc Chs y; wh m
ffc, hwv,
u
h
c f mmsychss. Whl h Chs ug y s l c
s f ug f suls whs b s v fv, Ach
s mly l c wh mfc suls m ll h
f
wl
-
, , f hus
y s, wh hy g llw
u lf
w h suggl f h cml h my
whch s h c
f
mss h scy f h g
s.
I s fm hs sch lgy h Pl
vs h m l s cs whch
h mlys hs S . I s u h h s ss
wh
g fc h h u h uh h vu s,
f slf,
h hghs hum g
; h blv
, hwv, h hs cul
b
c
ly by h hlsh, wh h
c f ,
h
f h lw
s f m m wful, hugh lss bl, s c
w s css y. Acc
gly, h
cs h jys f Elysum m gs
h cul
bu l h Hllc m g ,
s
T us gusm cls h wul
h
S. Ig us.
I
fully u
s
h mh
f Pl 's lc l
uc ,
w mus v Ch III f Bk I. Th w s w h , cc
g
h Gks, cml
uc
m
h hgs, (1) bl
u, (2) g hugh h b, (3) suc. F h fs Pl
wul
wh c b
by fc l slc f s; f h
sc
, h wul
u musc
gym scs; f h h
, u
hlshy. I hs l s w
vss w h v h f h m
v l
_vum_
_qu
vum_. Th Pl c
ggc l sysm sks
s h gbl fm h bl us,
l c h fm
h lws cl ss. I h s h bl us musc
gym scs,
, whl hs s gg , s
sgush hs
us whch c bl f sg bv m g flcv
hlshc hugh, fm hs whch . Th l ssgs
h ml y cl ss, whch lw ys m s h s g f g, whl
h fm suc
hlshy,
, f hy v hmslvs
c
h b
s f h chl
, sg h hy h lhy
sg. As s s h yug c us c s
w lk, hy
ugh hmslvs
ly w y
l y ll g ms;
s s s hy u
s
wh s s
hm, hy l
ss
sug . Such s h fs
uc gym scs
chl
sh ll b mlfc s f h lfs m ly,
h
scfc,
h c l m
f sg
ls by h s c.
Th u musc, h hl
, s h hum bg. "If w f
," h s ys,
" m wh fcly cmbs gym scs wh musc,
c
ls hm h sul, w sh ll b ly jusf
c llg hm h fc musc
h fc , f su
h m wh gs sgs lgs
ch h."
Th m y m s f
l Pl 's schm f ml y g
h wll
sv cs
, bu c b v uch
u h.
Bf w l v , hwv, w m y gv h
s whch h
ff b chs f
uc bg. C f h b
y bgs
bh, sy-llg wh h h
y , gym scs wh h svh,
wg
g wh h h, ls
musc wh h
fuh, m hm cs wh h sh, ml y
ll, whch f
h m sul s ll h g, wh h ghh. Wh h
yug l ch h g f wy, hs wh shw g c cy
f scc, bu m ly
cu gus, ssg
h sl
cl ss,
s cus f hgh
uc ml y g,
whl hs wh vc g llcu l bly bcm vcs h
cuculum scc, whch l ss ll h
ulg cl ss,
bg
cls f h hh y . Ths cus clu
s hmc,
gmy,
smy, h ly sccs h m culv
,
wh G
; hy f fm h s
f h b
y,
ly m vlu ly,
u f g u
h S whch h s
uc
hm,
c , cc
c
wh bslu uh
gh, w
h Sum G
.
Such, s uls, s Pl 's hy f
uc , s s fh
h _Rublc_. I s sy u s
fcs
s s,
whch h sm ll fw, bu fu
m l
ll-v sv. Bu
s qu lly sy s hw c m h v hs
fcs
s,
sc hy smly hs f vy shc sc l schm whch
gs h u f h m l wh whch sums
l,
vs hm fm h c f h ul cscusss, wh s
g
s, s hc l s, s
s. I hs, s mb
sus, h f
s h ms svc bl, f h ms l
,
vl f
v uh. Tusg hs, h lg sks
blsh h f mly
v y, bu mly h v hm
gul
; h lg b shs s gs
s fm hs S , bu
mly subjcs hm S suvs; h lg
m
s
hlshc l g f h uls, bu ly cc l sgh; h
lg
v
s hs czs s gs, sl
s,
w lh-
ucs,
bu fm (cs
g hs vus ml y cl ss)
BOO III
ARISTOTLE (B.C. 384-322)
CHAPTER I
ARISTOTLE--LIFE AND WORS
Asl, my , s
s lms l
hlshy.--Cc.
Asl, N u's v sc y,
g hs
llc.--Eusbus.
Whv h
v ws
m f Asl h s
s muh, h
ws
m f hs, sms m, s b
sg
.--D .
I cul
s g v Asl's _sg_, f I cul
ly g
v hs ss.--Lssg.
If, w my qu
ys, I h
yuhful f culs my cmm
, I
shul
v myslf Gk, s f ll h
ffculs I
kw. N u
Asl shul
b my sl su
y. I s by
ll
cc wh h m s
, s w, bhl
, m k
, bsv
. T
b su h w s smms h sy hs l s; bu w
s, v h s
y?--Gh ( 78).
If h sss v l
hlshy, hg wul
b
m why f s blshg h
fu
f
sc l
lcush Asl; f h s, f ll h cs, h ms
why f su
y.--Hgl.
Asl w s f h chs
ms cmhsv guss
h v
-- m bs
whm g h s qu l
l c.--_I
._
Physc l hlshy ccus slf wh h g l qu ls f
m . I s bs c fm h
y mc m fs s f h
ff k
s f m ;
v wh s fu
s w fs
l
, h gh bks f Asl's _Physc l Lcus_, ll h
h w s
f h
h sul's
w s
Hll
I s y
fly sl
, mg m cm fm ju
gm,
h Asl w s h bs
uc
m h v w lk
h suf c
f hs h. H s sll, s h w s D 's m, h "m s f
hs h kw." I s, hf, whu s h w lk
hm, ly s h bs f c
uc , bu s f
h whs gu
s
s mls
uc g lly. Th w m y
ls h
v g f hs ml, wll b wll, bf w
cs
hs
uc l hs, c s
gl c hs lf, h
css f hs
vlm,
hs wk.
Asl w s b bu B.C. 384, h Gk cly f S g
Th c, h b
s f M c
. Hs f h, Ncm chus, w s
hysc f g
s
g, h uh f sv l m
c l wks,
h
us
f
f Amy s, h M c
g. Hs mh, Phss, w s
sc
fm h ly sls f h l c. I w s
ublss u
hs f h's gu
c h h by Asl fs bc m s
hs hysc l su
s whch h w s
s
such w
ful
wk. Lsg, hwv, bh hs s ly g, h c m u
h ch g f Pus, f A us, wh s h v
hs
uy
by hm. A h g f gh h c m Ahs f hs hgh
uc ,
h schl f Pl h Ac
my. H h
m
f ly wy y s, lsg Pl ,
cqug
hs v s ss f fm whch l lf h wk
u
lcus
scfc ss. Nhg sc
hm, h ,
scc, lg, hlshy, lcs. H sms, bg wll ff,
h v bgu ly cllc lb y,
m cycl
c
kwl
g. Abu hs mh
s f su
y w kw vy ll; bu w h
h ms h sss
Pl hs wk
w s vy c ful f hs
m y b s fly s
h v h
s g
u s g ul.
Dug h l f h m, l s, Asl
Al
sm h v lv
S g . Ths w h
b c u
sy
by Phl,
s h b s sc
. Wh h mss f h
cqu, Asl ssmbl
h h b s, bul h w,
w
u s l ws,
l
u , Mz , m f h
Ac
my, gym sum
k, whch h c ll
h _Nymhum_. Hh h
s h v
wh hs y l ul
sv l h yuhs
wh w cvg
uc lg wh hm, mg hm Thh sus
h ll-f
C llshs. I w s b bly h h Asl
y s fw
s. Bu hs l s
ly f bu fv y s; f 335,
wh Al
, wh h vus y h
succ
hs mu
css vw
f h wl
h h vu
,
fv w y, y sc
f . Thus w s h ch f hs ss fm
f g
whl f hugh. H
h succ
cmlg hs l , h wul
h v
b
y f scc such s, v u w
y, wul
h m
ll Gc fl h w h
m h
cm g
fv f h h
M c
s,
cv
s lby, hy c g v v h lg-chsh
h
. Hw
h
w s f
m f ccus g s hm, s shw by
h f c h hy h
g b ck hs l
m _Wh_, w
mmy f Hm s (s . 4),
b s h ch g f my-ch g lw ys sly m
,
lw ys su us sg ul
ju
c. Acc
g Ah l w, h
f
y such c s
mgh, f h chs, sc ushm by l vg h cy y m
bf h l;
Asl, bg, lk Sc s, cz,
cul
h v gu
f fusg k
v g f hs lby.
Acc
gly, wh h m k h h wul
vlu ly llw h
Ah s s sc
m g s hlshy, h wh
w hs
cuy s
c Ch lcs Eub , h l
hm f hs mh's
f mly, w ll ff s shul
k h u, s,
, hy
s fw
s
, wh Ahs h
h g s A .
Bu, h h
, Asl w s hs g v, h vg
322,
shly bf Dmshs, f
s s f h sm ch, fm whch h h
lg suff
. Hs m s s
h v b c
S g ,
wh h g ful h b s c
l v hm
CHAPTER II
ARISTOTLE'S PHILOSOPHY
Pl v ; As s .--Alf
Muss.
A G
N u h sf
Th N u l
s such vl
ms?
--Tys.
f h
s s y hgh
g, s m w
ful sll.
A
s v s. A
lf blgs hm; f h
slf-
m f hugh s lf,
h s slf-
m .
A
hs bslu slf-
m s h sum
l lf.
A
w c ll G
u , ufm
l, blg G
; f hs s
G
.--_I
._
W mus cs
wh w y h sysm f h uvs c s h
g
h bs, whh s smhg sc
slf-
m
, s
. Suly bh w ys c, s y
my, f whch h g
s
,
s h g l,
h
l m h h fm. F h g l s
u h
, bu h
h g l.--_I
._
Th hugh f Asl
ffs fm h f Pl bh s mh
s suls. Pl ,
h schl f Pyh g s,
P m
s, H clus,
Sc s, h
, u lly ugh, cm
lk f uh h sussu l g f m
,
hugh h fu
s bl by css f
lcc wh h
v
u l
cscusss. H hus c m u fw
c whch,
s s
ssbl us cm h b
s f scy, ly
wh
w m fm scy lgh
c s h vy
v
u lsm
w s
cu. Asl, whl sll Pl 's schl, h
u
w y fm hs
c,
f-lf h v ls
uy f cmb g . H cul
Pl 's _Rublc_ s
w g ml f s lgc l csqucs. Bu,
g hs, h w s
u h
c s l c,
h
s h
b ss f fu
su
y f h whl cus f Gk hugh,
myhlgc l
hlshc l.
Is
f lg, lk Pl , h
v
u l cscusss,
yg
scv ulm uh by bgg s
h my
mg hmslvs, Asl ls h hsc cscusss,
vs f
uh by h mzg
cmlmg s
hugh fuh l h u wl
, whch hs
lz
. H m s h h uhs ch
by h
lcc css
mly fm l,
hf my,--uslss cc, ul hy
h v b fll
by c fm h shus f u. I
csquc f hs ch g
u
, h ss s
h
lcc
css,
subsus f h _Mh
f I
uc_, whch h w s
h fs m h wl
cmh
, u
,
ly, bcmg
hus h f h f ll u scc. A
h m ks m sv us
f
uc h y h m sc hs m, lyg fl
Asl's hy f
uc, wh w s hs _Wl sch uug_, w sh ll
f
b hs: Th
v llgc v ls slf subjcvly
hsc css h hum cscusss,
bjcvly[4]
u l css h u wl
. Tuh f m s h h my f
h w vl s. I fllws
cly fm hs h h scs
mus k m l ccu f bh. S, f ml, f h f
s g
s
h hsc l cscusss,
l ws fcs u, h h s
gh, lk h hlg , mg h l h fm, , lk
h hyscs, l c h fm by h l . H mus bh
ll h c bg hm h my. Oly h
s h kw h.
Such hlshy s hs, s
f
wg m w y fm h wl
f
u
hsy,
cfg hm h w ccl f h w
cscusss, f cssy s hm b ck h wl
, s h ly
m s by whch y hum wll-bg cul
b ch
. I s f hs
s h h s s wfully ffc
bh sc l lf
scc.
Nvhlss, w shul
g ly, f w sus
h ,
Asl's vw, h
v s hg m h mm
,
wkg s fc-fm u,
s hugh-fm m
. H
s,
, blv h h
v s ll hs, bu h hs s
ll h
v h s. Ov
bv h
v whch s
m
u
m , h s h sc
M
, G
,
Bu
hss,
ss wh hugh ls slf v c cy, bu whch,
sg u b
b ss f kwl
g, cs h clu
s f ss,
f
slf h sc f h ms cc R ly, h
h usbl suc f ll hugh
ll hgs.
CHAPTER III
ARISTOTLE'S THEORY OF THE STATE
Fs, h, l us y um wh v why u cs h v
c
fm m f h s u y sc f h subjc,
ch fm.--Asl.
M s
ll h blssgs.--_I
._
If h ss b slf-
m cc
c wh wh, w mus
cclu
h wll b cc
c wh h sum wh, whch
wll b h wh f h bls f us. Ths , wh v
m y b, whh llc () r smethig else, that which by
ature evidetly rules ad guides us ad has isight it thigs
beautiful ad divie, whether it be itself divie, r the diviest
part f us, is that whse self-determiati, i accrdace with its
prper wrth, will be the perfect happiess. That this csists i
the visi f divie thigs has already bee said.... This, ideed,
is the supreme self-determiati, fr the reas that itellect is
the highest part f us, ad that with which it deals is the highest
f the kwable.... But a life f this srt wuld be smethig
higher tha the huma; fr he wh lived it wuld t be livig as
ma, but as the subject f smethig divie.... If, the, itellect
is smethig divie i relati t ma, the life lived accrdig t
it must be divie i relati t huma life. Istead, the, f
fllwig thse wh advise us, as beig huma, t set ur thughts
up huma thigs, ad, as beig mrtals, t set them mrtal
thigs, it is ur duty, as far as may be, t act as immrtal beigs,
ad d all we ca t live i accrdace with the supreme part f
us.--Aristtle.
Ma ale, amg all beigs, ccupies a middle place betwee thigs
crruptible ad thigs icrruptible.... Tw eds, therefre,
Ieffable Prvidece has rdaied fr ma: Blessedess i this life,
which csists i the exercise f ative faculty, ad is figured by
the Earthly Paradise, ad blessedess i the eteral life, which
csists i the ejymet f the visi f Gd, a thig t t be
achieved by ay ative faculty, uless aided by divie light, ad
CHAPTER I
ccmpished.
Re ders f Gethe's _Wihem Meister_ wi remember the descriptin, in
the secnd p rt, f the Ped ic Prvince. Nw, Aristte's St te
miht with entire prpriety be c ed Ped ic Prvince. In tryin
t describe this St te, nd the m nner in which it disch res its
functin, it is difficut t nw where t bein, fr the re sn th t,
t en s whe, the St te is bth te cher nd pupi. It rr nes the
whe scheme f educ tin, nd is therefre re ted t it s c use; it
is buit up by this scheme, nd is therefre re ted t it s effect. It
cmes, ccrdiny, bth t the beinnin nd t the end. It is
university which rr nes the entire scheme f educ tin, nd is itsef
its hihest r de. I sh try t surmunt this difficuty by
distinuishin wh t the St te is frm wh t it des, beinnin with the
frmer, nd endin with the tter.
With re rd t wh t the St te is, we h ve t cnsider (1) its n tur ,
(2) its sci , cnditins. The frmer re cim te, nd extent, n ture,
nd situ tin f territry; the tter, number nd ch r cter f
inh bit nts, prperty reu tins, distinctin f c sses, city
rchitecture, mde f ife, vernment, nd re tins t ther st tes.
Aristte dem nds fr his St te temper te cim te, n the rund th t
cd ne renders men strn nd bd, but du nd stupid, whie
ht
ne renders them inteectu but effemin te. The best cim te is ne
th t m es them t nce br ve nd inteient. The territry must be
extensive enuh, nd fertie enuh, t suppy its inh bit nts with
the m teri cnditins f ife in nswer t br which sh ruse,
withut exh ustin, their eneries. It must f ce e st r suth, nd be
he thy, we-w tered, ccessibe frm nd nd se , nd e siy
defensibe.
As t the sci cnditins, Aristte finds the mst imprt nt t be
the number f citizens. And here tw thins must be c refuy brne in
mind. (1) He me ns by "St te" city with
sm territry. This is
nt, s h s been errneusy suppsed, his hihest sci unity. He
recnizes ce ry the n tin ()
h cf
cy ();
but he hds th t they exist merey fr m teri ends, where s the end
f the St te is spiritu . (2) He me ns by "citizen" pitici n. A m n
is citizen, nt bec use he is brn r dmicied in St te, but
bec use he is sh rer in its functins. A St te m de up f mech nics,
n m tter hw re t their number, wud be
sm St te, nd ne
cmpsed f s ves wud be n St te t . Thus, in estim tin the
size f St te, we re t cnsider the ch r cter f its inh bit nts,
their fitness fr pitic functins, r ther th n their number. Litte
Athens w s much rer St te th n i ntic Persi n the fied f
M r thn. Aristte ys dwn th t the number f citizens must be re
enuh t insure independence, this bein essenti t Cuture-St te,
nd nt t re t be m n e be. Besides the citizens, there wi
necess riy be in the St te
very re number f ther hum n beins,
s ves, ricuturists, mech nics, s irs--fr these he excudes
frm citizenship n the rund th t they d nt m e virtue, th t is,
the re iz tin f re sn, the end f their ives. Wmen, in sense,
re citizens, if they ben t the f miies f citizens; but their
sphere is the f miy.
With re rd t prperty, Aristte beins by cnsiderin wh t thins it
is necess ry fr. These he finds t be six, three priv te nd three
pubic. The frmer re fd (incudin cthin nd sheter),
instruments f prductin, nd rms; the tter re pubic enterprises
t the defences f the city h ve t bes in the twers. When nt en ed
in pubic business, the citizens m y meet in the Freemen's S
u re nd
enjy n pen- ir _cnvers zine_, with music, petry, nd phisphy,
in wrd, , fo which ou languag has no vn appoxima
quivaln (s p. 33). In popoion as hy advanc in yas, h
ciizns njoy mo and mo , which, indd, is gadd as h
nd of lif, h and haf.
Th govnmn is nily in h hands of h f ciizns, h
lgislaiv and dlibaiv pow bing in hos of h lds; h
xcuiv pow, civil and miliay, in hos of h young poion. I
is cuious ha, hough Aisol gads his as h bs possibl
aangmn und odinay cicumsancs, h nvhlss blivs ha
h happis condiion fo a Sa would b o b govnd by som
divin o hoic man, fa supio o all h ohs in wisdom and
goodnss. H plainly consids Pisisaus o hav bn on such man,
and h phaps hopd ha Alxand migh b anoh.
Th laions of h pdagogical Sa o oh Sas a, as fa as
possibl, o b pacful. Jus as all labo is fo h sak of s and
, so all wa is fo h sak of pac; and ha Sa is o b
nvid which can mainain an honoabl indpndnc wihou wa. A
culud Sa will schw all amps a conqus, and b as unwilling
o yanniz ov anoh Sa as o b yannizd ov by on. A h
sam im, i will always b ppad fo wa, possssing an amy of
wll-aind, wll-amd soldis, and a wll-mannd, wll-quippd
fl.
Such a h chif faus of Aisol's idal Sa, basd, as h
blivs, on man's poliical nau and h hisoy of h pas. Lik
all social idals, lik havn islf, as odinaily concivd, i is a
saic condiion. Is insiuions a fixd onc fo all, and vy
ffo is mad o psv hm. I is cuious o no in how many
poins i coincids wih Xnophon's idal.
Th pupos of h Sa is o duca is ciizns, o mak hm
viuous. Viu is h vy lif-pincipl of h Sa, and i dos
no dpnd, as oh condiions do, upon nau o chanc, bu upon f
will. Th idal Sa, lik vy oh, mus duca wih a viw o is
own insiuions, sinc only in his way can hs b psvd. "And,
sinc h Sa, as a whol, has bu on aim, i is vidn ha h
poliical ducaion of all h ciizns ough o b h sam, and ha
his is a ma fo h Sa o and o, and no on o b lf o
individual capic, as is now almos univsally don, whn vy pan
ands o h ducaion of his own childn, and givs hm whav
schooling suis his own fancy." Fo h ducaion of hos mmbs of
h Sa who a no ciizns h Sa maks no povision. Thy lan
hi pacical duis by pfoming hm, and a complly und h
conol of h ciizns. Aisol maks h mos vigoous ffos o
pov ha slavy has is jusificaion in nau, which has
sablishd bwn Gk and babaian h laion of mas and slav
(s p. 12). As woman blongs o h family, and is only indicly a
ciizn of h Sa, h ducaion is nusd o h fom
insiuion. Th daugh is o b ducad by h pans, and h wif
by h husband, xacly as commndd by Xnophon.
Having concludd ha ducaion ough o b a ma of Sa
lgislaion, and h sam fo all h ciizns, h coninus: "I
mains o inqui wha shall b h nau of h ducaion, and h
mhod of impaing i.... Th psn sa of ducaion lavs his
ha h aining of h body ough o ak pcdnc in im ov ha
of h mind; (2) ha pupils should b augh o do hings bfo hy
a augh h asons and pincipls of hm; (3) ha laning is
nv playing, o fo h sak of playing.
Th piods of ducaion disinguishd by Aisol a: (1) Childhood,
xnding fom bih o h nd of h svnh ya, and spn in
halhy gowing and, laly, in ppaaion fo disciplin; (2)
Boyhood, fom h bginning of h ighh ya o h advn of puby,
dvod o h ligh foms of disciplin, bodily and mnal; (3)
Youh, fom h ag of puby o h nd of h wny-fis ya,
occupid wih h sv foms of disciplin; (4) Manhood, dvod o
Sa duis. All hs a bu ppaaions fo h divin lif of h
soul. W shall a hs in od, including h scond and hid
und on had.
CHAPTER V
EDUCATION DURING THE FIRST SEVEN YEARS
Suff no lwdnss o indcn spch
Th apamn of nd youh o ach.--Juvnal.
L cu d'un homm vig s un vas pofond-Losqu la pmi au qu'on y vs s impu,
La m y passai sans lav la souillu;
Ca l'abm s immns, la ach s au fond.
--Alfd d Muss.
Th Sa mus bgin h ducaion of childn bfo hi bih;
indd, bfo h maiag of hi pans. I mus s ha only
psons of obus consiuions may. Ahls a no suid fo
maiag, nih a waklings. Th bs ag fo maiag is
hiy-svn fo a man, and ighn fo a woman. Duing hi pgnancy
womn mus ak spcial ca of hi halh, living on ligh food, and
aking sho walks. Th Sa should mak a law ha hy visi h
mpls of cain gods vy day, and off up a pay of hanksgiving
fo h hono confd upon hm. Thy mus cafully avoid all foms
of moional xcimn. Whn dfciv childn a bon, hy mus b
xposd o dsoyd. Th Sa mus dmin wha numb of childn
ach maid coupl may hav, and, if mo han his numb a
bgon, hy mus b dsoyd ih bfo o af bih. "As soon
as childn a bon, i ough o b mmbd ha hi fuu
sngh will dpnd galy upon h nouishmn supplid o hm." A
milk di is bs, and win mus b avoidd. "I is likwis of ga
impoanc ha childn should mak hos moions ha a appopia
o hi sag of dvlopmn.... Whav i is possibl o inu
childn o, hy ough o b subjcd o fom h vy ous, and
gadual pogss o b mad. Childn, on accoun of hi high naual
wamh, a h pop subjcs fo inumn o cold. Ths and oh
poins of h sam nau a wha ough o b andd o in h fis
yas of h child's lif. In h following yas, up o h ag of
fiv, whil childn ough no o b subjcd o any insucion o
sv disciplin, fo fa of impding hi gowh, hy ough o ak
such xciss as shall guad hi bodis fom sluggishnss. This may
b scud by oh foms of aciviy as wll as by play. Ca mus b
CHAPTER I
THE YEARS FROM SEEN TO TWENTY-ONE
Th us h gv v
c f bg h bls jus hs
h ms qu
uc .--Sc s.
W fu
uslvs b h
bl c sl
Ecm ss
sv ms wh lfy w lls,
Df
u
by f vul.
O' hs w ss
s u sl
h:
Thugh sv g s I
wh hs s gs.
W c m u
m
w f fsh g.--D .
F hs
, whch Asl
v
s w (s . 183) by
ubful."
h
bg
h
scs
m
sub
h s. Amg h sss h bsuc h
cs f s f
y. T g
y uss hs
h
s: "Th u l
m
f wh s
mly usful s yhg bu
m k f b
h lb ly."
Af hus bfly
smssg Ls
D wg, Asl sss
Gym scs
Musc,
vs cs
bl s c ch.
Algs
GYMNASTICS, bu
sgush
fm hm, h ms PHYSICAL
CULTURE (), saying ha, whil h fom givs chaac o
h acs of h body, h la givs chaac o h body islf. Th
aim of gymnasic aining should b nih ahlicism no fociy,
such as h Lacdmonians culiva in hi childn in h hop of
making hm couagous. Th fom is dimnal o h bauy and
gowh of h body; h la misss is aim (s p. 41). "Hnc
nobiliy, and no fociy, ough o play h pincipal pa among ou
aims in physical ducaion. Fo nih a wolf no any oh wild bas
v bavd a nobl dang. To do ha aks a nobl man; and hos who
allow hi childn o go oo dp ino such wild xciss, and so
lav hm uninsucd in h ncssay banchs, mak hm, in poin
of fac, m pofssionals, usful fo h nds of h Sa only in a
singl quisi, and, as w hav shown, infio o ohs vn in
ha.
"Th is a gnal agmn, hn, as o h uiliy of Gymnasics and
o h mann in which hy ough o b conducd. Up o h ag of
puby, childn ough o b subjcd only o h ligh xciss,
has--also h spangl, h iangl, h sambuca, and all hos
quiing scinific manipulaion." ... "W would, hn, condmn all
pofssional insucion in h nau and us of hs insumns.
'Pofssional' w call all insucion ha looks owad public
xhibiions. Th pson who civs his pusus his a, no wih a
viw o his own culu, bu o affod a plasu, and ha a vulga
on, o oh popl. Fo his ason w hold ha such pacic is no
pop fo f mn, bu savos of mnialiy and handicaf. Th aim,
indd, fo which hy undak his ask is an ignobl on. Fo
audincs, bing vulga, a won o chang hi music, and so ac
upon h chaac of h pofssionals who ca o hi ass, and
his again has is influnc upon hi bodis, on accoun of h
moions which hy a obligd o go hough."
Sinc diffn kinds of music hav diffn ffcs upon h habi of
h soul, Aisol nx inquis wha kinds a suiabl fo ducaion.
"W accp," h says, "h classificaion mad by cain philosophs,
who divid songs ino hical, pacical, and nhusiasic, assigning o
hm h diffn hamonis spcivly, and w affim ha music is
o b mployd, no fo on usful pupos alon, bu fo sval;
_fis_, fo insucion; _scond_, fo pugaion; and _hid_, fo
culud lisu, fo laxaion, and fo caion. I is obvious ha
all hamonis ough o b mployd, hough no all in h sam way. Th
mos hical (_i.._ hos ha mos affc h _hos_ o habi of h
soul) mus b mployd fo insucion; h pacical and nhusiasic
fo nainmns by pofssional pfoms. Fo hos moions which
manifs hmslvs powfully in som souls a ponially psn in
all, wih a diffnc in dg mly, _.g._, piy, fa, and also
nhusiasm, a fom of xcimn by which cain psons a vy
liabl o b possssd. If w wach h ffcs of h sacd songs, w
shall s ha hos psons a sod o a nomal condiion und
h influnc of hos ha solmniz h soul, jus as if hy had
undgon mdical amn and pugaion. Th sam hing mus happn o
all psons pdisposd o piy, fa, o moion gnally, as wll as
o ohs in so fa as hy allow hmslvs o com wihin h ach of
any of hs; fo hm all h mus xis som fom o anoh of
pugaion and lif accompanid wih plasu. In his way hos
'pugaiv' songs affod a hamlss plasu, and i is fo his ason
ha h ough o b a lgal nacmn o h ffc ha pfoms
giving public concs should mploy such hamonis and such songs. Th
fac is, sinc h a wo kinds of public, h on f and
culivad, h oh ud and vulga, composd of mchanics, labos,
and h lik, h mus b nainmns and xhibiions o affod
pasim o h la as wll as h fom. As h souls of hs
popl a, so o spak, pvd fom h nomal habi, so also among
h hamonis h a abnomiis, and among songs h a h
saind and discolod; and ach individual divs plasu fom ha
which is gman o his nau. Fo his ason pfoms mus b
allowd o poduc his kind of music, fo h bnfi of his poion
of h public.
"Fo h puposs of insucion, as has bn said, w mus mploy
hical songs and h cosponding hamonis. Such a hamony is h
Doic, as has alady bn makd. W mus likwis admi any oh
spcis of music ha may hav appovd islf o such psons as hav
dvod anion o philosophic discussion and musical ducaion.... In
spc o h Doic hamony, i is univsally admid o b, of all
hamonis, h mos sda, xpssiv of h mos manly chaac.
Moov, sinc ou pincipl is, ha h man bwn xms is
dsiabl and ough o b pusud, and h Doic hamony holds his
CHAPTER VII
{Physical
{ Taining
{
{
{
{
{
{
{Gymnasics
{
{Music
{Dawing
{Gamma
{Rhoic
{Dialcic
{
{Aihmic
{Gomy
{Asonomy
}
}Bfo
} puby.
}
}
}Af
} puby.
}
}
BOOK I
THE HELLENISTIC PERIOD
(B.C. 338-A.D. 313)
CHAPTER I
FROM ETHNIC TO COSMOPOLITAN LIFE
'Tis Greece, but ivin Greece n mre.--Byrn.
Mst rius f the Undyin, m ny-n med, irt rund with we!
Jve, uthr f N ture, ppyin t thins the rudder f w-H i! H i! fr it justy rejices the r ces whse ife is
sp n
T ift unt Thee their vices--the Authr nd Fr mer f M n.
Fr we re Thy sns; Thu didst ive us the symbs f speech t ur
birth,
Ane f the thins th t ive, nd mrt mve upn e rth.
Wherefre Thu sh t find me extin nd ever sinin Thy pr ise;
Since Thee the re t Universe, rin n its p th rund the wrd,
beys:-Obeys Thee, wherever Thu uidest, nd dy is bund in Thy b nds,
S re t is the pwer Thu cnfidest, with strn, invincibe h nds,
T Thy mihty, ministerin serv nt, the bt f the thunder, th t
fies,
Tw-eded, ie
swrd nd fervent, th t is ivin nd never dies.
A n ture, in fe r nd dism y, dth
u e in the p th f its stre,
Wh t time Thu prep rest the w y fr the ne Wrd Thy ips h ve spe,
Which bends with ihts sm er nd re ter, which perv deth nd
thrieth thins,
S re t is Thy pwer nd Thy n ture--in the Universe Hihest f Kins!
On e rth, f deeds th t re dne, O Gd! there is nne withut
Thee.
In the hy ther nt ne, nr ne n the f ce f the se ;
S ve the deeds th t evi men, driven by their wn bind fy, h ve
p nned;
But thins th t h ve rwn uneven re m de even in by Thy h nd;
And thins unseemy rw seemy, the unfriendy re friendy t Thee;
Fr s d nd evi supremey Thu h st bended in ne by decree.
Fr Thy decree is ne ever-- Wrd th t endureth fr ye,
Which mrt s, rebeius, ende vr t fee frm nd shun t bey-I-f ted, th t, wrn with prneness fr the rdship f dy thins,
Neither he r nr behd, in its Oneness, the w th t divinity brins;
Which men with re sn beyin, miht tt in unt rius ife,
N ner imessy str yin in the p ths f inbe strife.
There re men with ze unbest, th t re we ried with fwin f
f me,
And men, with b ser
uest, th t re turned t ucre nd sh me.
There re men, t, th t p mper nd pe sure the fesh with deic te
stins:
A these desire beynd me sure t be ther th n these thins.
Gre t Jve, -iver, d r-cuded, re t Lrd f the thunderbt's
bre th!
Deiver the men th t re shruded in inr nce, dism s de th.
O F ther! dispe frm their sus the d rness, nd r nt them the
iht
Of Re sn, Thy st y, when the whe wide wrd Thu ruest with miht,
Th t we, bein hnred, m y hnr Thy n me with the music f hymns,
Extin the deeds f the Dnr, unce sin, s rihty beseems
M nind; fr n wrthier trust is w rded t Gd r t m n
Th n frever t ry with justice in the w th t endures nd is
One.--Ce nthes.
The distinuishin ch r cteristics f Heenic educ tin were unity,
cmprehensiveness, prprtin, nd imfuness. It extended t the whe
hum n bein, strivin t brin the v rius eements f his n ture int
cmpete h rmny in view f n end. This end w s the St te, in which the
individu citizen w s expected t find
fied fr his ctivities.
We h ve seen hw, whie cnserv tive Sp rt cun t this ide t the
st, nd rirusy excuded thse infuences which tended t undermine
it, Athens, by freey dmittin these, r du y bre dwn the f ir
prprtin between bdiy nd ment educ tin, in n excessive devtin
t the tter, nd s c me t m e distinctin between the m n nd the
citizen. The resut w s n epidemic f individu ism which thre tened
the existence f th t w s Heenic. A inst this destructive pwer
the nbest men in the n tin, n schyus, n Aristph nes,
Perices,
Scr tes,
Xenphn,
P t, n Aristte, fuht with the miht
f wrth nd inteect. Sme f them suht nce mre t remere the m n
in the citizen by me ns f desptism nd the suppressin f
inteectu pursuits; thers, seein ce ry the impssibiity f this,
tried s t define the sphere f the individu th t it shud nt
encr ch upn th t f the citizen, but st nd in h rmnius re tin t
it. They did this by p cin the sphere f the individu bve th t f
the St te, nd, in smuch s the frmer w s purey inteectu sphere,
they fund themseves driven t cncude, nd t y dwn, th t the
cntemp tive ife is the end nd cnsumm tin f the pr ctic , th t
the citizen nd the St te exist ny fr the s e f the individu .
They were very f r indeed frm seein the impic tins f this
cncusin: these shwed themseves ny in the se
ue; but the f ct is,
th t the principe f the sep r tin between the m n nd the citizen,
nd the ssinment f the p ce f hnr t the frmer, prved t nce
Lb y f Al
--h fs uvsy
h fs ublc lb y
h wl
. Ru
hs h v us scs g h
, su
y,
scuss,
ch g s. N w s Gk hugh l h
g g
h . Th s
blfs f Egy
h E s
c m f sh ,
, h
, f h l gs sh . N s hs
w
ful, wh w cs
h
c h hugh
lf w
h kg.
W h v l
y s h , s Gk cvc lf ls h c
s f
s sc, h hughful f h l c m m
m
sk f lf-cls h sussbl wl
f llc. Th
u f hs wl
Pl
Asl h
h bs v l.
Bu h v v
h h
hs f
s cmm
by
Sum Illgc sv
by hs f lw
h G
,
llgcs, cul
yl
h cls whch h lf f h m
m
;
hus w f
h hlshs f Al
svg
l h llgbl wl
wh fms
w fm ll h lgs
f h E s, clu
g Ju
sm. Thus h gw u h v us fms f
Al
hlshy, cmu
s f Gk hugh
O l
lg. O h b ss f hs g w g z
, h s m m,
v us fms f sc l lf, ll
g m lss lgus
cmmusm. Hc c m h Esss (s . 59), h Th us, h
Nyh g s,
h Nl ss, ll f whm, whs
g
c shcmgs,
much ufy lf,
v h w y f
hgh cvlz .
I B.C. 146, Gc,
, B.C. 30, Egy, fll h h
s f h
Rm s
hcfh fm
vcs f h m. Ahs
Al
w w Rm uvsy-ws, whl Rm bc m m
m h
ffusg c f Gk
O l fluc. I wul
b
mssbl, wk lk h s, gv v skch f h
fms whch
uc ssum
hs h g cs, h
wl
h vlv
u
hm, h s hu
m y s h
ss
bw h lss f Gk umy
h umh f
Chs y. W sh ll mly
v gv g l f s
w chf
cs, whch, s w s w, w w
s hc
hlshy;
w sh ll
hs cc wh h ms f w
m, wh m y b g
s scvly yc l f h w
cs,
Qul h hc ,
Plus h hlsh. By
g s w
sh ll v h w y f h cs
f h Rs f h Chs
Schls.
CHAPTER II
QUINTILIAN AND RHETORICAL EDUCATION
Rhc s h cu f D lcc. Bh h v f h
subjcs hs hgs whch, c w y, m s f cmm
kwl
g,
blg
f scc. Hc vyb
y,
sm
g, s gf
wh hm; f vyb
y, sm ,
s m
sus gum,
f
hmslf,
ccus hs.--Asl.
Th s c lc l hy whch s m
u f m y g
hgs. A l g
m f s fc l lquc,
whch hy c ll hc.--Cc.
Evy
uy whch
s sv hum l s
hum scy
mus b ssg
g
y hc lly, cm
y cvs lly, lg cs hllgly,
cs sus
ly, lycs musc lly,
gs sfly
l vly. Ay
g
whu
u bsv c f hs uls
g
s h ms f h s
m ks h h bs f
s
culus.--_I
._
Sm s cmm, hs lb l.... Th lb l s, whch
sm c ll h lgc l s, smy, gmy, musc,
hlshy, m
c, g mm , hc.--_Schl Dysus
Th ._
I s bvus h m cls h h m ls wh
sch:
Why m y w hl
h hs wh csss s much lquc s
s?--Qul .
Th cvl m ,
h wh s uly ws, wh
s
v hmslf
l
sus, bu h
ms f h cmmw lh
(fm whch hs flks wh c ll
hlshs h v f hs
wh
w hmslvs), wll b gl
mly vy v l bl
c l m s ch hs
s, h vg vusly sl
hs
w m
wh
s h bl.--_I
._
If w cu v ll h chs f lf, w sh ll f
s s f
m umus h s l sus.... Th fs, h f b byh
, s
yg. Th b by s hugy; h us s
s sl: s
hsy; sh w shs : w s g sl; sh ks l
m ks s. Wh h chl
h s sc
fm h us, s
k hl
f by h
ggu, h hysc l , h
g mm -m s, h musc-m s, h
wg-m s. I css f
m, h
h hmc-m s, h gm, h
hs-b k; h ss ly; h h s ch c f lsu. H
bcms c
; g h h s f h
ll-m s, h hysc l
, h fcg-m s, h gym s ch. By ll hs h s
wh, w ch
, hl
. H g
u s fm h c
s wy;
g h
s
w chs c
g l, c.--Tls h
Sc (B.C. 260).
Th lmy
h hsy f Rm s h
wh sh h
fm h Gks. I w s bu h y 200 B.C., h cls f h
Sc
Puc W , h h fluc bg cl ly shw slf. Th
sv C , wh s c
lly
ss
hc s
hlshs,
l Gk hs l
g
w, f h us f hs s,
ss
f m u ls hcs, hc, m
c, ml y scc, f mg,
Gk m s, Gk lg ( lg),
Gk
uc . Wh, f lly, B.C. 146, Gc bc m Rm
cy,
w s scly u h "C v Gc k c v h u
cqu." Thus
s f Gk schlm ss, hc s,
hlshs, c., flck
Rm,
, hugh ms w m
l suss hm, hy hl
h l c, f h sml s
h h
uc hy ff
w s cssy f h m. Rm, h
msss f h wl
, h
h bcm csml sh,
sh f
h fm l v. Sh w, f h fs m, bg
l u
culv h w l gu g. Th su
s
h v
whch sh sc lly ffc
w (1) g mm , h s, l u, (2)
hc, (3) hlshy, whch cs
schl, cllg,
uvsy
uc . Th l s, lk musc
gmy, w s, f h
ms , lg ccmlshm, h h sus su
y. Th
hysc l sccs fu
ll f v.
S lg s Rm
uc w s h h
s f Gks, w s c
uc
l
uc . Abu h y B.C. 100, Lucus lus Pcus Sl,
why
csv v Rm kgh,
v cl ss L
g mm
hc f yug m f h u cl sss,
fm hs
m h
c fluc f h Gks, c hlshy,
cl
. Gk,
, cu
b sk by ll ss m kg
y ss culu; bu L bc m h l gu g f Rm
l u. Amg h uls f Sl w
Cc, wh, lg
wh Julus Cs , m y b c ll
h s f h cl ssc l L
l gu g, l u,
lquc. Bh
Cs w wks
g mm . A c Cfcus (g lly kw s _Auc
Hum_) bu hs m w h fs L s Rhc;
bu h g uhy h subjc, cc s wll s hy,
w s Cc, wh w fw h sv wks . Wh Cc's
h,
h sfm f h ublc m, lquc
ls s bls us, h
fc f lby. Rhc, vhlss,
cu
b culv
s f
f fsc us,
,
, w s m
cv h whl f h hgh
uc f yuh. Of
hs h ms clb
ch w s Qul , "h sum
c f g
s blsh
hmslf s ch f hc. Abu A.D. 68, h w s
v
by h Em G lb sl Rm, whch h
, gvg
suc hc wh u lll
succss f wy y s,
, ch
h
, v lf. I w s f hs h h
w h wk whch c
hs f m
w sy, hs _Isu
O c _, E
uc f h O . I h fs bk f hs h
_s
cs_,
fm schl-f
shs. M y m l lsss c
b l ,
m y mvs mly
, h schl, h
ssbl h f mly. Amg h l s mb, whch "hugh
slf vc, s h f m y vus,"
hf ugh b
fly us
. H
ly y mv s s wful.
Wh
by s s schl, hs ch's fs busss s
vsg hs ch c
c cy. Th chf m ks f bly
mmy
w f m . Im s mmcy, whch s lw ys
sg f lw u. Slwss, hugh bjc bl, s b h
ccy, whch shul
b
scu g
vy w y. Dff m
s qu
f
ff bys: sm
h b, sm h su. Th
bs by s h "whm s cs, whm gly l ss, wh cs
wh h s b . Such
m y b ush
wh mul ; ch
wll sg hm; h wll us hm." Bys ugh h v s ss f
s
l y, h sh ff
c , lg
cu g
lss. G ms f qus
sw g
f
sh g h ws. I l y cll uy s ff
h
ch f l g h ch c f hs uls. C l ushm s
lgh b
c
,
,
, s u
wh h ch
s hs
uy.
Wh bys l schl s g mm ; bu hs mus b sulm
by
musc
smy. Whu h fm wll b mssbl sc
vs; whu h l , u
s
c lluss
m
s f
fg
s h s. A ll hlshy s css y f h s k
f u
s
g such s s Em
cls
Lucus; gmy,
gv cc
cc sg, s wll s f cc l
uss. Thus h cuculum f schl
uc wll css f G mm ,
Musc, Asmy, Phlshy,
Gmy.
G mm csss f w s, (1) _Mh
cs_, h f cc
s kg, (2) _Hscs_ (Gm _R l_), h f
s, hs s, hlshs, c. _Mh
cs_--g mm h m
ss--shul
m blg by s k
w wh ccss,
cl ss,
lg c. All b b sms (_.._ fg w
s
ms), slcsms, ffc s,
c lss uc s b
v
. I h us f l gu g, fu hgs b k
ccu, (1) s, (2) quy, (3) uhy, (4) cusm. I
g, h by mus b ugh "wh
w hs b h, wh
v
vs, wh h ss s cml, wh bgs, wh h
vc s b s
, wh lw
, wh flcs us, wh s
b u
slwly, wh
ly, wh fcbly, wh gly." "Th
h m y b bl
ll hs, h mus _u
s
_. R
g mus bv
ll b m ly
g v, wh c swss." Py mus b
h s s, y sg-sg w y. All h c l
sfc ,
ll gscul sm ckg f h cm
,
b v
.
F _Hss_ h ch mus b vy c ful hs slc f
s. Hm
gl bs bg wh. Thugh h full m
c b u
s
by yuh, hy w k hus sm f wh s bl
s
,
wll f b
l lf. "T g
s
usful. Th s ushm h lyc s"; bu hy mus b us
wh c u
slcs, fm whch vyhg l g lv
mus b clu
. Ev H c mus b ug
. S
cm
y,
hugh f h ums v lu f h , mus b
f
ll h
m l ch c s suffcly s blsh
b ju
by hm.
P ss gs fm h s ugh b cmm
mmy. I ll
g,
h ums c ugh b k m uy
m lss
(_s c s vl s_).
Af
g c f y, bys mus b m
lyz
sc
, u cul s f l gu g
hyhm, um h
c,
u
l gu g. H shul
h c ll u hm u
y s,
h s , h bfly
ffusly. H
shul
h m k hm w u vbs, hhgms, hsms, sh,
bll c
s, c. F mus ss l
by h s m y b
us
s subjcs f cms, bu chfly f h s k f
fm . By
hs h schlm s shul
g h m f
cms. Th s shul
b lf h hc .
I s f g m c yuhful
uc h sv l subjcs
shul
b su
h s m m. Bys lk
v y,
,
wh hy g , s uly sshg hw much hy c ccmlsh.
"Th s h slghs s f f g h bys wll shk
fm h l b f su
y. N g s lss sly f gu
." ... "Bys
u lly m cl
h
wk h yug m."
Such, bf, s Qul 's schl-g mm. I h s l c f
hysc l scc (c Asmy), f m u l g, f
hysc l cs. Pl y s,
, m
s css y c ,
gym scs
hysc l g () cmm
s f s hy css y bl h bu
CHAPTER III
PLOTINUS AND PHILOSOPHIC EDUCATION
Th m l b
y, whch s subjc m, ch g,
sslu,
vs, qus mm l cl hl
b
gh uy. Ths cl f uy s h sul. If w
m l, wul
qu h cl f uy,
s _
b
y, ly sl, bu ls hugh. As h
y m s slf s lgh, s s h
h b
y. I s h b
y s l c;
s
f .--_I
._
O's
uy s bcm fs m , h G
.--Hcls.
Nh Schllg B
Hgl h s fu
Plus: m y
w ys h s s bv hm.--Ahu Rch.
Wh s lv
by us h s m l
huful. Ou lv s lv f
m g, h f us s s, bc us wh w lv
l b
s h
cmb
cl ,
s v hum wh
Gk cvlz , fll su
,
s ll h
ffs--g ly, f cus, h
m f bh. I h bl
cu whch Qul
ws f Rm lf h fs cuy f
u , w s s
f h sul f hs
vc: h cul
s s f Luc , w lss h
cuy l , w m y f
c
h h. Bu, jus s, h m
s f h m l cu
bu ly, h s fm m m why m lk Qul
T cus, s m
h hlshc l ch l y
c, h
sll suvv
hlshy,--
h chg f h l s s fss. H
sugh v , hwv, f
sysm h cul
s sfy hm, ll h
m wh Ammus "h S ck-b ," whm h c cgz
s hs
m s. Ths Ammus h
b
s Chs , bu h
s z
bcmg cqu
wh hlshy. Hs Chs
uc , hwv, h
b lgh ls hm; f h h
c
v hlshy
fw f h
lgus s,
sc
s h cu c Chs scs. I w s hs,
ly, h bl
hm gv
w
c hlshy,
fu
CHAPTER I
CONCLUSION
Truy it w s n d wrd, nd even Cs r's p tritic enius w s nt
enuh t m e it yun in. The d wn des nt return ti the
niht h s fuy set in.--Mmmsen.
My thuhts re nt yur thuhts, neither
s ith the Lrd.--Is i h.
re yur w ys my w ys,
Thu sh t ve the Lrd thy Gd with thy he rt, nd with
thy su, nd with thy mind. This is the re t nd first
cmm ndment. And secnd ie unt it is this, Thu sh t ve thy
neihbr s thysef.--Jesus.
Render unt Cs r the thins th t
th t re Gd's.--_Id._
Are nt five sp rrws sd fr tw f rthins? nd nt ne f them is
frtten in the siht f Gd. But the very h irs f yur he d re
numbered.--_Id._
We ve bec use he first ved us. If m n s y, I ve Gd, nd
h teth his brther, he is
i r.--Jhn.
By ne inteiibe frm, which is the divine Essence, nd ne
cnscius intentin, which is the divine Wrd, thins m y be nwn
in their mutipicity by Gd.--Thm s A
uin s.
If Gd cts in thins, nd such ctin in n w y der tes frm
his dinity, but even bens t his univers nd supreme pwer, he
p ss sur
terre.--Afred de Musset.
APPENDIX
APPENDIX
THE SEEN LIBERAL ARTS
The Grees riin y recnized tw br nches f iber educ tin[6]
(1) Gymn stics, fr the bdy, nd (2) Music, fr the su. Out f music
rew, in prcess f time, nt ny the s-c ed Liber Arts, th t is,
the rts th t t cnstitute the educ tin f every freem n, but s
wh t w s re rded s superfuus uxury (), Philosophy. I is
h pupos of his appndix o ac, as fa as possibl, his gadual
dvlopmn.
In doing so, on mus ba in mind ha oiginally h m "Music"
covd, no only wha w call music, bu also poy, and ha poy
was h vhicl of all h scinc ha hn was. Th Homic _aoidos_
knows h "woks of gods and mn." Sicly spaking, hfo, i was
ou of music and poy ha all h as and scincs gw. Th fis
sp in his dicion was akn whn Ls w inoducd, ha is,
abou h fis Olympiad.[7] Bu i was long bfo Ls w
gadd as a spaa banch of ducaion; hy w simply a mans of
coding poy. Evn as la as h im of Plao, Ls a sill
usually includd und Music. In Aisol, hy a cognizd as a
spaa banch. I follows fom his ha, whn w find Gk wis
confining soul-ducaion o Music, o Music and Ls, w mus no
conclud ha hs signify only playing and singing, ading and
wiing. Socas was saying nohing nw o paadoxical, whn h
affimd ha Philosophy was h "highs music." Th Pyhagoans had
said h sam hing bfo him, and h can b no doub ha
Pyhagoas himslf includd und Music (1) Ls, (2) Aihmic, (3)
Gomy, (4) Asonomy, (5) Music, in ou sns, and (6) Philosophy (a
m invnd by him). Plao did h sam hing. H spaks of "h u
Mus ha is accompanid wih uh ()
hlshy." Bu hs
m "Musc" w s us
w sss, b
, whch clu
Musc,
w h v cly h Sv
Lb l As; bu, s D wg mus ls b
, s cl h h
w s, s y, hugh f fg
fly h umb sv. Th
D wg w s f
lg m f h schl cuculum, s
cl by ss g
wk f Tls (B.C. 260) qu
by Sbus
(cv, 72), whch s s
h bys su
y (1) Ls, (2)
Musc, (3) D wg; yug m, (4) Ahmc,
(5) Gmy. Th
l s w b chs h l
y
sgush
fm Ls; bu w
c b su h h ls s
b h usv. Wh s
sc lly c bl h ls f Tls s, h
ws cl
M
c,
Mmms, hs _Rm Hsy_, h s fllw
hm; bu
Rschl hmslf l ch g
hs . Th sms
ub h (1)
G mm , (2) Rhc, (3) D lcc, (4) Musc, (5) Gmy,
(6)
Achcu w
h wk: wh h s w w c ly
guss.[11] Th s gu
f h ss h h Sv Lb l
As w b
by
g Achcu
M
c fm 's
ls. I mus h v b bu h m f , f l, h
Rm
uc c m b
v
h g
s, c ll
), w f
h Lb l As um
s (1) Asmy, (2)
Gmy, (3) Musc, (4) Phlshy, (5) M
c, (6) G mm , (7)
Rhc.[12]
Bu u h Gks. I h wks f Phl Ju
us,
cm y f Jsus, w f
h Ecyclc As fquly f
,
sgush
fm Phlshy. Th fm, h s ys, s
(1) Physcs, (2) Lgc, (3) Ehcs (_D Mu . Nm._, 10),
uc
, I hk w m y f ly cclu
h h
Chs
f umb h
b f
f h lb l s
h Ahs, Al
, Rm. Th ls ly
ff
sul
h Rm hc l . Th s h slghs gu
g f Mcuy
Phllgy_. H
w bu sv s bc us h fu
sv w bu. A
w s fs c ll
h _umb_ f h s,
mysc l m g
ch
, by h Chs s , C ss
us (480-575) hs
_D Abus Dscls Lb lum L um_. H f
s w
Pv. , 1, h "Ws
m h h bul
h hus. Sh h h hw u
h sv ll s." H cclu
s h h Sv Lb l As h
sv ll s f h hus f Ws
m. Thy cs
ls h
ys
f h wk, whch ls sv. I s b bsv
h h
{
{
{
{
Ahmc
Musc
Gmy
Asmy
}
}
} = Qu
vum.
}
{ M hyscs--ssc: l
s Fs
{
Pcl = F h.
{ M hm cs--umbs, fgus: l
s
{
Im g = S.
{ Physcs-- us, ws,
ffuss:
{
l
s Gf f Hly S.
{ G mm --w f ss = F h.
{ Lgc--scuy gum = S.
{ Rhc--skll su
g = Hly
{
S.
{ M scs-- scbly f F h.
{ nm--famlaty f Sn.
{ Plt--lbealty f Hly Spt.
Hee we ave te _Tvum_, unde te dvn "Ratnal," wle te
_Quadvum_ mut tll be nluded unde "Matemat." In bt ae
we get nne ene dplne, and te numbe wa appaently
en, beaue t te quae f tee, te numbe f te Hly
Tnty. In te latte ae t wa etanly tue. Speakng f te
pmay dvn f Plpy, te Sant ay: "Te ft teat f
te aue f beng, and teefe lead t te Pwe f te Fate; te
end f te gund f undetandng, and teefe lead t te Wdm
f te Wd; te td f te de f lvng, and teefe lead t
te gdne f te Hly Spt."
Dante, n _Cnvv_ (II, 14, 15), gve te fllwng eme, baed
upn te "ten eaven," nne f w ae mved by angel
ntellgene, wle te lat et n Gd.
{
{ Tvum
{
LIBERAL ARTS {
{
{ Quadvum
{
{
{ Gamma
{ Dalet
{ Ret
{
{
{
{
{ Py and
{ Metapy
Atmet
Mu
Gemety
Atlgy
Mn
Meuy
enu
Angel.
Aangel.
Tne.
Sun
Ma
Jupte
Satun
Dmnn.
tue.
Pnpalte.
Pwe.
} Stay Heaven
}
Ceubm.
PHILOSOPHY
{
{ Mal Sene { Cytallne }
{
{ Heaven
}
{
{ Telgy
Empyean
Seapm.[15]
Gd.
BIBLIOGRAPHY
It nt ntended ee t gve a mplete Bblgapy f Geek
Eduatn, but meely t pnt te eade f t bk, w may dee
t puue te ubjet fute, t te ef ue f nfmatn.
1. ANCIENT WORKS
F te ft pat f te Hellen Ped, tat f te "Old Eduatn,"
u autte ae fagmentay, and ften vague. Tey ae te _Ilad_
and _Odyey_ f Hme, te _Wk and Day_ f Hed, te fagment f
te pe-Sat plpe (lleted by Mulla, n _Fagmenta
Plpum Gum_, Pa, Ddt, 1860-81, 3 vl. 4t), and te
mede f Atpane, epeally te _Clud_. F te end pat
f te ame ped, tat f te "New Eduatn," te ef autte
ae te tagede f Eupde, te _Clud_ f Atpane, te
dalgue f Plat, epeally te _Ptaga_, _Ly_, _Republ_,
and _Law_, and te _Cypda_, _nm_, and _Cnttutn f
Laedmn_ f Xenpn.
F Attle' eduatnal dtne, we ae nfned f nfmatn
t wn wk, and, amng tee, t te _Et_ and _Plt_. Of
te latte, te lng apte f te event, and te wle f te
egt, bk deal pfeedly wt eduatn. Sme nfmatn may al
be gleaned fm te eently dveed _Cnttutn f Aten_.
F te Hellent Ped, u nfmatn deved efly fm
nptn, fm te wtng f Pl Judu, Sextu Empu,
Pluta (_On te Nutue f Clden_), lan (_Mellane_), Luan
(_Anaa_ efly), Stbu, Pltnu, a, Ce, Senea,
Quntlan (_Eduatn f te Oat_), Matanu Capella (_Nuptal f
Meuy and Pllgy_), and Cadu, and fm tay nte n
te pet, tan, and plpe.
Of te wk efeed t, tee deeve peal mentn:-1. Atpane, _Clud_. Tanlatn by Jn Hkam Fee,
Tma Mtell, and W.J. Hke (n Bn' Lbay).
2. Xenpn, _Cypda_. Tanlatn, n _Wle Wk tanlated by
Aley Cpe and Ote_, Pladelpa, 1842, and by J.S. Watn
and H. Dale (n Bn' Lbay).
3. Plat, _Republ_. Tanlatn by J. Ll. Dave and D.J.
augan, by B. Jwett, and by Heny Dav (n Bn' Lbay).
c.
[2] Ths s s
h ch mg Ayms f h c .
[3] S s ys Asl, wh lls us fuh h hs m hs
cc s hy w s
wh s
shl
_by h l_ (s
. 97).
h Gm "Msswchsl W chsm sk."
INDEX
A
Ac demics, 112, 210.
Ac demy, 86, 112.
Achies, 6.
i n Educ tin, 38 _s
._
i ns, 35.
schyus, 104 _s
._
sp's _F bes_, 146, 223.
, 47.
Al
h G , 40, 156 _sq._, 178.
Al
, 211.
Ammus S cc s, 225, 227.
Amh
m , 65.
Amy s, 156.
A g s, 24, 99 _sq._
Ashs, 112.
Ayms, h, 82 _._
Achy s, 55, 193.
Asc cy Ahs, 98.
Ash s, 105.
Asl, Lf, 29, 153 _sqq._
"
D h, 159.
"
Phlshy, 161.
"
Thlgy, 165.
"
"
P
ggc l S , 172 _sqq._
"
Schm f Sc
y E
uc , 199.
Ahlcs, 190.
B
B b s _vs._ Gks, 12.
B
ly T g, 77.
B chs f Gk E
uc , 6.
C
Cs , 217.
C M j, 216.
Ch , B l f, 157.
Ch c f h Gks (Zll), 18.
Chl
, Dfcv, 185.
Chl
, T m f, 185.
Chs y, 233 _sqq._
Cc, 217.
Ch s, hs Fucs, 77.
Cz, M g f, 175.
Clshs, 98.
Cllg E
uc , 85.
Cmmc, Effc f, 21, 99 _sq._
Cm E
uc , 71.
C
s f E
uc , 9.
Cml , 201.
Ccus, 39.
Cfcus (_Auc
Hum_), 217.
C E
uc , 42.
Culu-S , 90, 175.
Cys gs (Gym sum), 86, 112.
Cyus, hs E
uc , 115 _sqq._
D
D cg, 82 _sqq._
Dmc cy Ahs, 92, 99.
D gg (), 33, 178.
Dionysiac Chous, 85.
Dipnis and Scyllis, 21.
Discus-howing, 80.
Doian Educaion, 41 _sqq._
Doic Hamonis, 197.
Daco, 98.
Dawing, 189.
E
Educaion, "Old," 27, 33, 61 _sqq._
"
"
High, 108.
(Ispirer), 47.
G
G mes, 66.
_Golde Words_, 57 _sqq._, 146.
Gr dig i Schools, 85.
Gr mm r, 214, 221.
Greeks
"
"
Homerid, 21.
I
Ide l of Greek duc tio, 3, 206.
Idividu lism
N
Nymphum
t St gir , 156.
, 46, 185, 187.
P ls , 69 _sq._, 78 _sq._
P hsm, 136.
P m
s, 24.
P h, 24, 106.
P
ggc l S , 172 _sqq._
P
ggu, 68.
Plus, 7.
P hl, 88.
Pcls, 105 _sqq._
Pk, 44.
P
s f Gk E
uc , 26 _sqq._
Ps E
uc , 115 _sqq._
Ps ly, 202.
Phcy
s, 53.
Ph
, 44.
Phll us, 39.
Phlshy, Rs f, 22.
Phlshy
I
v
u lsm, 93 _sqq._
Physc l Culu, 189.
Physc s Hm, 17.
P
, 39.
Pss us, 35, 98, 178.
Pl , 29, 112, 133 _sqq._, 134, 136, 137, 142.
Pl y, 66, 181 _sqq._
Plus, 29, 225 _sqq._, 228 _sqq._
Psss, 21.
Py, lu f, f E
uc , 73 _sqq._
"Pfss l," M g f, 195.
_Pmh _, 24.
Pus f A us, 155.
Pug , 7, 76.
Pyh g s, 29, 52 _sqq._, 149.
Pyh s, 156.
Q
Qu
vum, 144, 198.
Qul , 29, 214 _sqq._
R
R
g, 75.
Rh s
s, 23.
Rhc l Schls, 209, 217.
Rm E
uc , 216 _sqq._
Rm P
, 27.
Rulg
Rul
, 176.
Rug, 79.
S
Schl E
uc Ahs, 67.
"
Bul
gs "
"
69.
"
Rms
"
77.
"
hs L ws, 68, 98.
Sl,
Gvm, 44.
"
I
l, 42.
"
"
Wm, 44.
Schl, 91.
Scs, 210.
Sucvc M , 136, 234.
T
Thb E
uc , 28.
Thmss, 17.
Ths f E
uc , 28.
Th us, 212.
Thm s Aqu s, 165.
Thucy
s' D ugh, 37.
T g
y, 84.
Tvum, 144, 198.
U
Uvsy E
uc , 90.
"
f Al
, 212.
"
f Ahs, 211.
W
_Wlhlm Ms_, 173.
Wglss cy, 63.
Ws
m, h I
l f Ahs, 63.
Wm, E
uc f, 49, 124.
Wh, 16, 48.
Wh, Asl's P , 4.
Wslg, 81 _sqq._
Wg, 75.
X
Xh, 29, 113, 114 _sqq._
"
"
_coomics_, 124.
"
TRANSCRIBR'S NOTS
Correctios from the err t list o p. 2 h ve bee icorpor ted ito the
tet.
Words i it lics
s follows:
meded to "sufficiet".
in LSJ).
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