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The Great EducatorsEdited by NICHOLAS MURRAY BUTLERARISTOTLEANDANCIENT EDUCATIONAL IDEALSBYTHOMAS DAVIDSONNEW YORKCHARLES SCRIBNER'S SONS1892

COPYRIGHT, 1892, BYCHARLES SCRIBNER'S SONS.

PREFACEIn undertaking to treat of Aristotle as the expounder of ancienteducational ideas, I might, with Kapp's _Aristoteles' Staatspaedagogik_before me, have made my task an easy one. I might simply have presentedin an orderly way and with a little commentary, what is to be found onthe subject of education in his various works--Politics, Ethics,Rhetoric, Poetics, etc. I had two reasons, however, for not adoptingthis course: (1) that this work had been done, better than I could doit, in the treatise referred to, and (2) that a mere restatement of whatAristotle says on education would hardly have shown his relation toancient pedagogy as a whole. I therefore judged it better, by tracingbriefly the whole history of Greek education up to Aristotle and downfrom Aristotle, to show the past which conditioned his theories and thefuture which was conditioned by them. Only thus, it seemed to me, couldhis teachings be seen in their proper light. And I have found that thismethod has many advantages, of which I may mention one. It has enabledme to show the close connection that existed at all times between Greekeducation and Greek social and political life, and to present the oneas the reflection of the other. And this is no small advantage, since itis just from its relation to the whole of life that Greek educationderives its chief interest for us. We can never, indeed, return to thepurely political education of the Greeks; they themselves had to abandonthat, and, since then,A boundless hope has passed across the earth-a hope which gives our education a meaning and a scope far wider thanany that the State aims at; but in these days, when the State and theinstitution which embodies that hope are contending for the right toeducate, it cannot but aid us in settling their respective claims, tofollow 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 havefollowed has, I hope, enabled me, in some degree, to bring intoclearness. This, at all events, has been one of my chief aims.In treating of the details of Greek educational practice, I have beenguided by a desire to present only, or mainly, those which contribute tomake up the complete picture. For this reason I have omitted allreference to the training for the Olympic and other games, this (so itseems to me) being no essential part of the system.It would have been easy for me to give my book a learned appearance, bycheckering its pages with references to ancient authors, or quotations,in the original, from them; but this has seemed to me both unnecessaryand 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 moststriking way, the spirit of the different periods and theories of Greekeducation. Taken together, I believe these quotations will be found topresent 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 forthe sake of finding references. In regard to every point I believe I

have turned to the original sources. If, therefore, my conclusions oncertain points differ from those of writers of note who have precededme, I can only say that I have tried to do my best with the originalmaterials before me. I am far from flattering myself that I have reachedthe truth in every case, and shall be very grateful for corrections, inwhatever spirit they may be offered; but I trust that I have been ableto present in their essential features, the "ancient ideals ofeducation."THOMAS DAVIDSON."Glenmore,"Keene, Essex Co., N.Y.October, 1891.

CONTENTSBOOK I.INTRODUCTORY.PAGECHAPTER I.Character and Ideal of Greek Education

3

CHAPTER II.Branches of Greek Education

6

CHAPTER III.Conditions of Education

9

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 LeisureCHAPTER II.

33

olian or Theban Education

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

6064677277828590

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 IINTRODUCTORY

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 ICHARACTER AND IDEAL OF GREEK EDUCATIONNothin in excess!--Solon.

No citizen has a riht to consider himself as belonin to himself;but all ouht to reard themselves as belonin to the State,inasmuch as each is a part of the State; and care for the partnaturally looks to care for the whole.--Aristotle.Greek life, in all its manifestations, was dominated by a sinle idea,and that an sthetic one. This idea, which worked sometimes consciously,sometimes unconsciously, was PROPORTION. The Greek term for this(_Loos_) not only came to desinate the incarnate Word of Reliion, buthas also supplied many modern lanuaes with a name for the Science ofManifested Reason--Loic. To the Greek, indeed, Reason always meantratio, proportion; and a rational life meant to him a life of which allthe parts, internal and external, stood to each other in justproportion. Such proportion was threefold; _first_, between thedifferent parts of the individual human bein; _second_, between theindividual and his fellows in a social whole; _third_, between thehuman, as such, and the overrulin divine. The realization of thisthreefold harmony in the individual was called by the Greeks WORTH(, usually, bu incocly, ndd Viu). Th has com downo us, fom h pn of Aisol, in whom all ha was implici inHllnism bcam xplici, a poion of a pan addssd o his idal.I may b fily insd h, in a lial anslaion.TO WORTH.O Woh! sn askmisss of human kind,Lif's nobls piz:O Vigin! fo hy bauy's sakI is an nvid lo in Hllas vn o di,And suff oils dvouing, unassuagd-So wll dos hou dic h spiiTo fui immoal, b han goldAnd pans and sof-yd slp.Fo hy caus Jov-bon Hculs and Lda's sonsMuch undwn, by ddsThy pow poclaiming.Fo lov of h Achills and Ajax o Hads' halls wn down.Fo hy da bauy's sak Aanus' nusling oo widowd h glancsof h sun.Thfo, as on nownd fo dds and dahlss, him h Mussshall xal,Th daughs of Mmoy, xaling so h gloy of Sang-guadingJov, and h hono of findship fim.Wih gad o his idal, fou hings a spcially nowohy;_fis_, ha i ook an xhausiv suvy of man's nau andlaions; _scond_, ha i calld fo song, psisn, hoicffo; _hid_, ha i ndd o sink h individual in h socialwhol and h univsal od; _fouh_, ha is aim was, on h whol,a saic pfcion. Th fis wo w mis; h scond wo,dmis. Th fis mi pvnd h Gks fom pusuing on-siddsysms of ducaion; h scond, fom ying o un ducaion ino amans of amusmn. Aisol says disincly, "Educaion oughcainly no o b und ino a mans of amusmn; fo young popla no playing whn hy a laning, sinc all laning isaccompanid wih pain." Th fis dmi was pjudicial o individualliby, and hfo obsuciv of h highs human dvlopmn; hscond ncouagd Uopian dams, which, bing always of saic

condiions, undisubd by h oils and hos ssnial o pogss,nd o poduc impainc of ha slow advanc whby alon manaivs a nduing suls. To his ndncy w ow such woks asPlao's _Rpublic_ and Xnophon's _Educaion of Cyus_.

CHAPTER IIBRANCHES OF GREEK EDUCATIONWih h h agd ca-bon Plus sn m on h day whon fomPhhia o Agammnon h sn h, a m boy, no y acquaindwih muual wa o councils, in which mn is o disincion--fohis nd h sn m foh o ach h all hs hings, o b aspak of wods and a do of dds.--(_Phnix in_) Hom.Abov all and by vy mans w povid ha ou ciizns shall havgood souls and song bodis.--Lucian.Lif is h oiginal school--lif, domsic and social. All ohschools mly xcis funcions dlgad by h family and bysociy, and i is no unil h la has achd such a sa ofcomplicaion as o ncssia a division of labo ha spcial schoolsxis. Among h Homic Gks w find no mnion of schools, and honly pson codd as having had a uo is Achills, who was snaway fom hom so aly in lif as o b dpivd of ha ducaionwhich h would naually hav civd fom his fah. In wha haducaion consisd, w lan fom h fis quoaion a h had ofhis chap. I consisd in such aining as would mak h pupil "aspak of wods and a do of dds"--a man loqun and psuasiv incouncil, and bav and solu on h fild of bal. Fo hs ndsh quid, as Lucian says, a good soul and a song body.Ths xpssions mak h wo ga divisions ino which Gkducaion a all piods fll--MENTAL EDUCATION and PHYSICALEDUCATION--as wll as hi oiginal aims, viz. goodnss (ha is,bavy) of soul and sngh of body. As im wn on, hs aimsundwn considabl changs, and consqunly h mans fo aaininghm considabl modificaions and xnsions. Physical ducaion aimdmo and mo a bauy and gac, insad of sngh, whil mnalducaion, 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 hhuman bing in du popoion and hamony. Bu, in cous of im, hydiscovd ha h human cau coms ino h wold wih his pows,no only undvlopd, bu alady disodd and inhamonious; ha noonly 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 foman ovgowh of choking wds, bfo ducaion can b undakn wihany hop of succss. This claing pocss was calld by h laGks _Kahasis_, o Pugaion, and playd an v-incasing pa inhi pdagogical sysms. I was supposd o do fo man's moionalnau wha Mdicin undook o do fo his body. Th mans mploydw mainly music and h kindd as, which h ancins blivd ox wha w should now call a dmonic ffc upon h soul, dawingoff h xciing causs of disubing passion, and laving i in

compl possssion of islf. I would hadly b oo much o say hah pow o x his pugaiv influnc on h soul was gadd byh ancins as h chif funcion and nd of h Fin As. Such wascainly Aisol's opinion.Whn pugaion and h wofold ducaion of body and mind had poducdhi pfc wok, h sul was wha h Gks calld _Kalokagahia_() th t is, F ir- nd-Gdness. Either h f f this ide w sn med (_a_), Woh o Excllnc. W a xpssly old byAisol (_Cagois_, chap. viii.) ha h adjciv o is (_ i_), wr which we lly rener int Englih by"e rnet." An we with re n; fr t the Greek, Excellence rWrth me nt, bve ll, e rnetne, geninene, trthflne,thrghne, bence f frivlity.

CHAPTER IIICONDITIONS OF EDUCATIONSme hl th t men becme g by n tre, ther by tr ining, therby intrctin. The rt th t i e t n tre bvily e nt

een n , bt i im rte thrgh cert in ivine c e t thetrly frtn te.--Arittle.It i nt merely begetting th t m ke the f ther, bt l theim rting f nble ec tin.--Jhn Chrytm.There re tw rt f ec tin, the ne ivine, the ther hm n.The ivine i gre t n trng n e y; the hm n m ll n we kn beet with m ny nger n elin. Neverthele, the l ttermt be

e t the frmer, ifright relt i t bere che.--Din Chrytm.The me thing th t we re wnt t ert reg ring the rt n

cience, m y be erte reg ring mr l wrth, viz. th t therctin f cmletely jt ch r cter em n threecnitin--n tre, re n, n h bit. By "re n" I me nintrctin, by "h bit," tr ining.... N tre witht intrctin iblin; intrctin witht n tre, helle; exercie (tr ining)witht bth, imle.--Plt rch.T the re liz tin f their ie l in ny inivi l the Greek cnceive

three cnitin t be nece ry, (1) nble n tre, (2) eritentexercie r tr ining in right ctin, (3) c refl intrctin. If nyne f thee w l cking, the highet relt cl nt be tt ine.(1) T be well r nbly brn w reg re by the Greek ne f thebet gift f the g. Arittle efine nble birth " ncient we lthn wrth," n thi f irly engh exree the Greek view gener lly.N tr lly engh, therefre, the Greek in m rrying lke bve llthing t the ch nce f wrthy ffring. Inee, it m y be f irly i th t the re f the Greek in m rri ge w , nt mch twrthy mther fr hiecre helmeet fr himelf t fin

chilren. In Greece, everywhere ele in the ncient wrl, m rri gew lke n lely n rr ngement fr the rcre tin n re ringf ffring. The rm ntic, thlgic l lve-element, which l y

imrt nt rt in mern m tch-m king, w lmt entirely bentmng the Greek. Wh t lve there w , me either the nble frm fenthi tic frienhi r the b e ne f free lt. In ite f thi,n f the f ct th t wm n w reg re me n n nt n en,the rel tin between Greek hb n n wive were very ften ch t rener the f mily chl f virte fr the chilren. They werenble, weet, n trng,-- ll the mre , it hl eem, th t theywere b e, nt n elive entiment lity, bt n re n n

ene f recirc l ty.(2) The v le f exercie, r ctice, h bit tin, eem t h ve been f rbetter nert by the ncient th n by the mern. Wh tever m nh t , be it e king, wimming, l ying, r fighting, he c n le rnnly by ing it; thi w niver lly ccete m xim. The mernh bit f trying t te ch l ng ge n virte by rle, nt recee byextenive r ctice, wl h ve eeme t the ncient br thentin th t m n cl le rn t wim befre ging int the w ter.Pr ctice firt; thery fterw r: the ee, n ye h ll knw fthe ctrine-- i ncient Wim, t which the ntin th t chilrenhl nt be c lle n t erfrm ny ct, r bmit t nyretrictin, witht h ving the grn theref exl ine t them, wl

h ve eeme the cmlete inverin f ll cientific meth. It w byiniting n cert in r ctice in chilren, n the grn f imlethrity, th t the ncient ght t inclc te the virte freverence fr exerience n wrth, n reect fr l w.(3) The wrk begn by n tre, n cntine by h bit r exercie, w cmlete n crwne by intrctin. Thi h , ccring t the Greek,tw fnctin, (_ _) 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 tre n h bit leftmen thr ll, gverne by intinct n recritin; intrctin,revel tin f the grn f ctin, et them free. Sch freem, b e

n inight, w t the thinker f Greece the re liz tin f m nh, rr ther, f the ivine in m n. "The trth h ll m ke y free"--n nenert thi better th n they. Hence, with ll their te yinitence n r ctice in ec tin, they never reg re it theltim te en, r ny en t ll, excet when gie by inight, thefrit f intrctin. A r ctic lity le ing t n wiening f theirit l hrizn, t n freeing inight, w t them illiber l,l vih, ltry--"b n ic," they i,--egr ing bth t by n

l.

CHAPTER ISUBJECTS FOR EDUCATIONIt i right th t Greek hl rle ver b rb ri n, bt ntb rb ri n ver Greek; fr the re l ve, bt thee re freemen.--Eriie.B rb ri n n l ve re by n tre the me.--Arittle.N tre ene vr t m ke the bie f freemen n l ve ifferent;the l tter trng fr nece ry e, the frmer erect n elefr ch er tin, bt efl fr litic l life.... It ievient, then, th t by n tre me men re free, ther l ve, n

th t, in the c e f the l tter, l very i bth benefici l n

jt.--_I._Intrctin, thgh it l inly h wer t irect n timl te thegener mng the yng ... i l inly werle t trn them f men t nbility n gne (_K lk g thi _). Fr it i ntin their n tre t be gie by reverence, bt by fe r, nr tbt in frm lw thing bec e they re igr cefl, bt (nly)bec e they ent il nihment.--_I._In thinking f Greek ec tin frnihing ible mel fr mern, there i ne int which it i imrt nt t be r in min: Greekec tin w intene 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 ingcl e, n gener lly n ll ern ening their live in ritf we lth r ny riv te en wh tever, it wl h ve eeme t bethrwn w y. Even well-brn wmen were gener lly excle frm mt fit benefit. The bject f ec tin were the n f fll citizen,themelve re ring t be fll citizen, n t exercie ll thefnctin f ch. The tie f ch ern were cmletely mme ner 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 ntnly cknwlege n ther tie beie thee, bt he lke wn nern wh ght cc tin in ny ther here. cnmy n Plitic,hwever, were very cmrehenive term. The frmer incle the threerel tin f hb n t wife, f ther t chilren, n m ter t l ven rerty; the l tter, three blic fnctin, legil tive,

minitr tive, n jici ry. All cc tin nt incle ner theeix he the free citizen left t l ve r reient freigner.Mney-m king, in the mern ene, he eie, n, if he evte

himelf t rt r hilhy, he i nly fr the benefit f theSt te. If he imrve the trimny which w the cnitin f hi freecitizenhi, he i , nt by ch ffering r mney-lening, bt byjici m n gement, n by kinly, bt firm, tre tment f hi l ve.If he erfrme ny gre t rtitic ervice t the St te--fr ex mle, ifhe wrte tr gey fr St te religi fetiv l ( n l y were neverwritten 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 ivie m nkin, in ll the rel tin f life, int twgverne, n cniere the frmer

itinct cl e, gverning n

lne the bject f ec tin; the l tter being mere intrment init h n. The gverning cl reqire ec tin in rer th t itmight gvern itelf n the ther cl , in ccr nce with re n n

jtice; th t ther, receiving it gi nce frm the gverning cl ,reqire n ec tin, r nly ch wl en ble it t bey. Itfllwe th t the ty f the gverning cl w t gvern; f thegverne, t bey. Only in thi crrel tin f tie i e ch cl fin it eflne n tif ctin. Any ttemt t itrb r invertthi crrel tin w wilfl rnning in the teeth f the l w fn tre, rebellin g int the ivine rer f thing.A hb n, f ther, m ter in the f mily, n legil tr, fficer,jge in the St te, e ch member f the gverning cl fn hi rerr nge f ctivitie; n he i wrng, egr ing himelf t the level fthe erving cl , if he ght ny ther. Thi view, in mre r lecnci frm, erv e the whle ncient wrl, cnitining ll itntin n therie f ec tin; n P l the Atle nly eche itwhen he i t wive: "Wive, be in bjectin t yr wn hb n t the Lr"; t chilren: "Chilren, bey yr rent in the Lr: fr

thi i right"; n t l ve: "Sl ve, be beient nt them th tccring t the fleh re yr m ter with fe r n trembling, ininglene f he rt, nt Chrit."

CHAPTER EDUCATION AS INFLUENCED BY TIME, PLACE, AND CIRCUMSTANCESThe ecli r chet blihe itSince the whlethere hl be

r cter f e ch frm f gvernment i wh tt the beginning n wh t lly reerve it....St te h bt ne en, it i l inly nece ry th tne ec tin fr ll the citizen.--Arittle.

Ec tin mng the Greek, mng every ther rgreive ele,v rie with time n circmt nce. The ec tin f the Hmeric Greekw nt th t f the Atheni n in the y f Arittle, nr the l tterthe me the ec tin f the cntemr ry S rt n r Theb n.Mrever, the ec tin ct lly im rte w nt the me th t

em ne r recmmene by hilher n writer n e ggic. It itre th t the im w lw y the me; Wrth, Excellence,F ir- n-Gne (, ); but this w s differentycnceived nd differenty striven fter t different times nd indifferent p ces.Amn the Hmeric Grees, s we h ve seen, educ tin, bein pureypr ctic , imin ny t m in its subject " spe er f wrds ndder f deeds," w s cuired in the ctu intercurse nd strues fife. The simpe cnditins f their existence dem nded n thereduc tin nd, cnseuenty, n speci educ tin institutins. Thesecnditins, s described by Hmer, thuh by n me ns b rb rus, reprimitive. Nm dism h s n been eft behind nd the tervi e-cmmunities h ve been msty mered in w ed twns, ener ysitu ted t sme dist nce frm the shre, n r ne r hi, whsesummit frms cit de fr refue in c ses f d ner. Even in the mstdv 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 hrdtarytt. Worth n thos days consstd n physca strngth, courag,bauty, judgmnt, and powr to addrss an assmby, and any kng provngdfcnt n ths quats woud soon hav found hs postonnscur, or bn compd to fortfy t by awss tyranny. Thfunctons dvovng upon th kng wr many thr, thos of judg,mtary commandr, and prst. Th frst rqurd judgmnt and radyspch; th scond, strngth and ntgnt courag; th thrd,prsona bauty and dgnty. Though th kngs wr aowd to xrcsgrat 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 frhads of fams, howvr poor, had a rght to attnd th popuarassmby, whch th kng consutd on a mportant mattrs, and atwhch th frst dscusson was aowd. Whn th kngs xrcsdjudca powr, thy dd so n accordanc wth crtan _thmsts_ oraws, hd to hav orgnatd wth Zus, and not accordng to thr owncaprc. As thr was tt commrc n thos days, th nhabtants of

th ancnt cts, whn not ngagd n warfar, dvotd thmsvschfy to agrcutur, catt-rasng, and th usfu arts. In thsvn th kngs thought t no sham to ngag. W fnd Pars hpng tobud hs own paac, Odyssus constructng hs own bd, Lycaon cuttngwood to mak charot-ras, and so on. Smary, w fnd Hn andothr prncsss spnnng and wavng, wh Nauscaa, th daughtr ofth Phacan kng, washs th coths of th famy.In such a prmtv socty, unacquantd wth ttrs, th hghrducaton found but fw asprants. Th ony prsons of scntfcprtnsons mntond by Homr ar th physcans (who ar kwssurgons) and th soothsayrs. Th formr ar hghy apprcatd, andar aways chfs. Th soothsayrs ar th xponnts of dvn omns toth communty, and occupy a knd of offca poston, k th Hbrwprophts. No artsts, strcty spakng, ar mntond by Homr, xcptth bard, and h s much honord, as hstoran, tachr, and nsprr.W fnd, ndd, that Achs and Pars ar profcnts n musc; butsuch cass sm xcptona. Of artsans, svra ar mntond--thworkr n wood, th workr n horn and vory, th pottr (who uss thwh), and so on. Th xstnc of othrs s mpd--th wavr, thmason, th mta-workr, tc.If thr wr no spca schoos n th hroc ag, f was so vd asto b an xcnt schoo. Thn, as at a othr tms, t wasxtrmy soca, far mor so than our modrn f. Ths was du chfyto thr causs, (1) th smanss of th stats, whch mad t possbfor vry ctzn to know, and to f hs sodarty wth, vry othr,(2) th absnc of tts and formats, whch had not yt bnntroducd from th East, (3) th fact that th pop, spcay thmn, spnt th gratr part of th day n th opn ar,--n th strtsand agora,--and so wr contnuay rubbng aganst ach othr. Thssocaty had much to do wth th shapng of th Grk charactr, thsant mnts of whch ar thus numratd by Zr, th hstoranof Grk phosophy: "A strong sns of frdom, combnd wth a rarsuscptbty to proporton, form, and ordr, a kn rsh forcompanonshp n f and acton, a soca tndncy whch compd thndvdua to combn wth othrs, to submt to th gnra w, tofoow th tradtons of hs famy and hs communty."Btwn th smp soca condton dscrbd by Homr and that forwhch Arstot wrot, thr ntrvnd a prod of at ast sx hundrdyars. Durng that tm many grat changs took pac n th soca andpotca f of th Grks, dmandng corrspondng changs nducaton. Ths changs wr du to svra causs, (1) th naturahuman tndncy toward frdom, (2) th nfunc of forgn natons, (3)th dvopmnt of commrc, (4) th ntroducton of ttrs, (5) thrs of phosophy, (6) th Prsan Wars. Though a ths ar cosyntrwovn wth ach othr, thr can b no harm n tratng thmsparaty.(1) Th tndncy toward frdom, so ssntay charactrstc of humannatur, was spcay so of th natur of th Grks. Among thm trapdy manfstd tsf n an ordrd srs of potca forms,bgnnng wth patrarchasm, and ndng varousy n th varousstats and racs. Thr s, ndd, hardy a sng form of potcaf that was not razd among th Grks at som tm or pac. Itwas ths that mad t possb for Arstot to wrt a work on Potcswhch, n th words of a rcnt potca wrtr, "has rmand for twothousand yars on of th purst sourcs of potca wsdom."

Th vard and changfu potca f of th Grks was n tsf agrat ducaton. It mad thm awar of th prncps, potca andthca, upon whch socty rsts, and rndrd ncssary a facuty ofcar and rady xprsson, whch ractd most favoraby upon thrntctua and sthtc facuts. It was n th schoo of practcapotcs that th Grks acqurd thr rhtorc; and Arstot, n hstrats on Potry, ts us that, wh "th odr pots mad thrcharactrs tak k statsmn, th atr ons mad thrs tak krhtorcans." Not ony, ndd, dd potca f ract upon thdrama, but, n dvopng rhtorc, t drw attnton to anguag andd to th scncs of grammar and ogc, both of whch wr thus cadnto xstnc by ra soca nds (s p. 102).(2) Grc, yng, as t dd, btwn thr contnnts, and n ththoroughfar of th ancnt natons, coud hardy fa to b vstd bymany dffrnt racs, or, consdrng ts bauty and commrcaadvantags, to b covtd by thm. From ths foowd two consquncs,(_a_) that th Grks wr a vry mxd rac, (_b_) that thy wr, fromth frst and at a tms, n manfod contact wth forgn pops.That thy wr a mxd rac, s attstd ak by thr anguag, thrmythoogy, and thr gnds. That thy wr n cos and contnuacommuncaton wth forgn pops, s rndrd vdnt by thraphabt, 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 notth ss tru that hardy on of a th arts and scncs whch thyutmaty carrd to a hgh dgr of prfcton had ts orgn nGrc 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, wthth xcpton prhaps of tragdy and pantng, carrd to a hgh dgrof xcnc n th coons, bfor thy wr transpantd to thmothr-country. It s byond any doubt that vn th Homrc gnds arof "barbaran" orgn, though from what pop thy wr borrowd suncrtan. It was th pastcty and vrsatty of thr charactr, dun part to thr mxd bood, that, by nabng thm to approprat andassmat th arts and scncs of thr nghbors, rasd th Grksto a nw pan of cvzaton and mad thm th ntators of a nwpoch n hstory, th poch of f accordng to rason. Sr HnrySumnr Man says, "Excpt th bnd forcs of Natur, nothng movs nths word whch s not Grk n ts orgn."(3) It was chfy through commrc that th arts and scncs borrowdby th coona Grks found thr way nto Grc propr. That forgnart-objcts wr ntroducd nto t at an ary prod, s rndrdcrtan by th rcnt dscovrs at Mycn, Sparta, and othr pacs,as w as by statmnts n th Homrc poms. That ths wr foowdatr by artsts, brngng wth thm forgn art-procsss andappancs, s quay crtan. Th arst scuptors whos nams arknown to us, Dpns and Scys, wr natvs of Crt, sttd nScyon; and th arst potc gud of whch w hav any mnton sthat of th Homrd n th sand of Chos. But, bsds ntroducngart and artsts nto Grc, commrc tndd to ducat th Grks nothr ways. It mad thm acquantd wth forgn mannrs and uxurs,and forcd thm to arn th arts of navgaton, shp-budng andxchang, whch agan rndrd ncssary an acquantanc wth arthmtcand th art of wrtng. And ths ads us to

(4) Th Introducton of Lttrs. Ths vnt, th dat of whch suncrtan, not ony xrcsd a most furthrng nfunc on th artsand scncs, but gav rs to a nw branch of ducaton. Lttrs wrprobaby frst usd for dpomatc and trad purposs, thn fornscrptons, and ast of a for th prptuaton of traryproductons. So much of a chang dd thy ffct n Grk ducaton thatvn n th bst tms th who of th trary and scntfcducaton was cad smpy "ttrs" (). A l te the time fPl t letter eem t h ve been cniere

rt f Mic, n t h vebeen t ght by the me te cher the l tter; bt Arittle lre y

itingihe the tw. It i extremely rb ble th t the intrctin fletter w the immei te c e f the et blihment f chl fryth; fr we fin n mentin f them rir t th t event.(5) The intrctin f letter w clely fllwe by the rie fPhilhy, r the reflective irit. U t bt the ye r 600 B.C., theGreek, like the ret f the wrl, live by h bit, tr itin, n

recritin, h ne n, with little r n criticim, frm gener tin tgener tin. Their ie l wrl w h e by the wrk f Hmer n

Hei. "Hei i the te cher f mt," y Her clit. Abt the ten me, hwever, ciety h ving v nce tcnitin f rg niz tinwhich m e ibleleire cl , there begin t e r newirit, etine t revltinize, nt nly Greece, bt the whle wrl.Arme with _wh t?_ _which?__why?_ n

_wherefre_? it n lngerblinly ccet the wrl f n tre n m n, bt c ll n it t given ccnt f itelf. Science, hilhy, n rt re the relt.At firt the new irit trn t n tre with _wh t?_; bt, gr lly

icvering th t the nwer t thi bring n cmlete exl n tin fthe wrl, it rn it ther qetin. It th rrive tcncine f fr itingih ble element in the cntittin fthing,--fr c e (, ), as thy wr trmd,--(1) mattr,(2) form, (3) ffcncy, (4) nd or am. At th sam tm, and by thsam procss, t s forcd to a rcognton of th prsnc of rason() nd inteience () i the wrld, sice frm, efficiecy,ad aim all presuppse bth. It is thus cmpelled t tur frm ature tma, ad ma's mid, as the highest kw expressi f reas aditelligece, ad t devte itself t the csiderati f spirit, asale prmisig ay true explaati f the wrld. The prcess is a slwad difficult e, ad the histry f it is the histry f Greeksciece, philsphy, ad art.Befre the rise f philsphy, the teacher f the peple had bee therhapsde, r public reciter; after that evet he gradually gives placet the sphist (, e wh makes wise), r, as he later with mremdesty calls himself, the philspher (, lver f wisdm). Thehistry f Greece fr ceturies is, its ier side, a histry f thestruggle betwee what the rhapsde represets ad what the philspherrepresets, betwee ppular traditi ad cmm sese the e had,ad idividual pii ad philsphy the ther. The trasiti frmthe first t the secd f these metal cditis was accmplished frthe wrld, ce fr all, by the Greeks, ad the turig-pit i theprcess is marked by(6) The Persia Wars (B.C. 490-479). The victries gaied i these atMarath, Salamis, ad Plat, victries the mst brilliat that histryrecrds, exerted a mst pwerful ifluece up the thught ad life fthe Greeks. The csciusess f havig, with their small umbers, verad ver agai, bth by lad ad by sea, discmfited ad crushed thecutless hsts f a empire which fr geeratis had threateed their

peace ad liberty, made them at ce feel the superirity f their wcharacters ad civil istitutis t thse f the Persias, ad draw aclear lie f demarcati betwee Greek ad barbaria. Frm this pit, they felt themselves t be a chse peple, a ati destied by thegds t rule all thers. "The sul f Greece had cquered the bulk fPersia." Persia was bulk ad bdy; Greece was sul ad spirit. Thiscvicti appears at ce i all the departmets f Greek life. I thesphere f art we may istace the _Prmetheia_ f schylus ad theParthe. I the frmer, what des the cflict betwee Zeus adPrmetheus mea but the cflict betwee Greek spirituality, itellect,ad freedm, the e had, ad barbaria materiality, istict, adthraldm r ecessity, the ther? Ad what is the latter but amatchless pa i ste t Divie Wisdm, as the cquerr f brutefrce? 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 thesame thig," says the first f these: "All thigs were cfused; theMid came ad reduced them t rder," says the secd; "Kw thyself" isthe chse mtt f the third. I the plitical sphere we fid theAtheias tryig t make the State a istrumet f itelligece advirtue, ad isistig up educati as a meas theret. Other ad lessdesirable results fllwed frm the Persia Wars; but these ca bebetter stated ad estimated i ather cecti.Such were the chief causes that ctributed t trasfrm the simplepatriarchal State f the Hmeric Greeks, with its purely practicaleducati at hme ad i the field, it the free plity f the Greeksf the days f Miltiades, Themistcles, ad schylus, with itscmplicated istitutis ad maifld educati. It has seemed better teumerate these causes tha t try t trace the steps f thetrasfrmati itself. Ideed this wuld have bee a hpeless task,wig t the lack f histrical data.

CHAPTER IEPOCHS IN GREEK EDUCATIONWhe they (ur acestrs) bega t ejy leisure fr thught, as theresult f easy circumstaces, ad t cherish mre exalted ideas withrespect t wrth, ad especially whe, i the perid befre adafter the Persia Wars, they came t etertai a high pii fthemselves, accut f their achievemets, they pursued all kidsf educati, makig disticti, but beatig abutgeerally.--Aristtle.I treatig f Greek educati subsequet t the itrducti f lettersad the establishmet f schls, we shall be bliged, i the iterestf 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, adthat recmmeded by therists r philsphers.

I pursuace f the first, it will be cveiet first t distiguishtw mai perids, the Helleic, ad the Helleistic, ad the tsubdivide these it mir perids.I. _The Helleic Perid_ (776-338 B.C.). This icludes, rughlyspeakig, the whle histric life f free Greece, frm the date f thefirst Olympiad t that f the absrpti f Greece it the MacediaEmpire. It aturally subdivides itself it tw perids, (_a_) 776-450;(_b_) 450-338.(_a_) That f the "Old Educati," authritative ad puritaical, whseaim was the traiig f gd citizes, gd-fearig, law-abidig,patritic, ad brave.(_b_) That f the "New Educati," ratialistic ad "liberal," whseaim was the traiig f frmidable idividuals, self-cetred,law-despisig, time-servig, ad cuig.It is i the struggle betwee the tw systems, ad i the practicaltriumph f the latter, that Greece lses her mral fibre; s that hercitizes, weakeed thrugh suderig selfishess, fall a easy prey tthe freig ivader.II. _The Helleistic Perid_ (338 B.C.-313 A.D.). This exteds frm theBattle f Chrea, i which Greece lst her idepedece, t thedefiitive triumph f Christiaity, which brught a ew ideal ad a ewspirit it life ad educati. It aturally subdivides itself it twperids, (_a_) B.C. 338-146; (_b_) B.C. 146-A.D. 313.(_a_) The Macedia Perid, durig which Macedia iflueceprevailed, ad Greek thught ad educati, absrbig freig, chieflyOrietal, elemets, teded tward a ecyclpdic csmplitaism.Durig this perid, Alexadria is the cetre f Greek ifluece.(_b_) The Rma Perid, durig which, as Hrace says, "Captive Greecetk captive her rude cquerr," ad Rme became, algside Alexadria,a diffusive cetre f Greek thught, art, ad educati.Betwee the tw great perids, the Helleic ad the Helleistic, stadsthe ma wh draws up the testamet f the frmer ad utlies theprgramme f the latter, the Macedia Greek, Aristtle.Our secd disticti will lead us t treat separately, i the Helleicperid, the educatial system f the three Greek races, (1) the lic,(2) the Dric, (3) the Iic, the first havig its chief cetre atThebes, the secd at Sparta, the third at Athes. Fr a accut f theeducati f the first ur data are but meagre; with the mai featuresf Sparta ad Atheia educati we are well acquaited. I educati,as i everythig, Sparta was cservative, scialistic, adaristcratic, while Athes teded t liberalism, idividualism, addemcracy. Hece Sparta clug desperately t the "Old Educati," adalmst clsed her drs agaist art, letters, ad philsphy, whileAthes, dragged it the "New Educati," became the hme f all these.It must always be bre i mid that, i favrig idividualism ad the"New Educati," Athes was abadig the Helleic ideal, ad pavigthe way fr the csmplitaism f the Helleistic perid. I thislatter, we shall have t distiguish betwee the educatial systems fAthes, Alexadria, ad Rme.Our third disticti is that betwee idividual thery ad ppular

practice. I all epchs f their histry the Greek states prduced mewh strve t realize i thught ad imagiati the ideal f theirpeple, ad t exhibit it as a aim, a ecuragemet, ad aispirati, i ctrast with the imperfect actual. I mre tha ecase this ideal mdified the educati f the fllwig perids. Ofcurse, such theries did t arise util practice was cmpelled tdefed itself by prducig sactis, either i religi r i reas,ad it may perhaps be affirmed that the aim f them all was t discversuch sactis fr the Greek ideal. Amg the may educatial theristsf Greece, there are six wh especially deserve t be csidered: (1)Pythagras, wh i Suther Italy sught t graft the Dric ideal ahalf-mystical, half-ethical thelgy, ad a mathematical thery f thephysical wrld; (2) Xeph, wh sught t secure the same ideal bycectig it with a marchical frm f gvermet; (3) Plat, whsught t elevate it, ad fid a sacti fr it i his thery fsuper-sesuus ideas; (4) ARISTOTLE, wh preseted i all its fulessthe 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 theHelleistic perid; ad (6) Pltius, wh presets a ideal fphilsphical r ther-wrldly educati, ad paves the way fr thetriumph f Christia dgma.

BOOK IITHE HELLENIC PERIOD (B.C. 776-338)

PART ITHE "OLD EDUCATION" (B.C. 776-480)

CHAPTER IEDUCATION FOR WORK AND FOR LEISUREWhe we csider the differet arts that have bee discvered, addistiguish betwee thse which relate t the ecessary cditisf life ad thse which ctribute t the free ejymet f it(), w always consid h man who is acquaind wih hla wis han him who is acquaind wih h fom, fo hason ha h scincs of h la hav no fnc o us.Hnc i was only whn all h ncssay condiions of lif had bnaaind ha hos as w discovd which hav no fncih o plasu o o h common nds of lif; and his ookplac fis in hos counis wh mn njoydlisu.--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 bpmid o boys o o young psons; fo h cown of pfcion

blongs no o h impfc.--_Id._Obviously, h f njoymn of lif dmands no only h nobl bualso h plasan; fo happinss consiss of hs oo.--_Id._Among h Homic Gks, whos lif was almos nily dvod opacical pusuis, ducaion was mainly pacical, aiming o poduc "aspak of wods and a do of dds." As civilizaion advancd, andhigh poliical foms w volvd, cain classs of mn foundhmslvs blssd wih lisu which hy w no inclind o dvoo m play. In od o mak a wohy us of his lisu, hyquid a cain aining in hos as which w gadd asbfiing a f man. Educaion, accodingly, in som sas, widndis scop, o includ hos accomplishmns, which nabl mn o fillhi hous of fdom wih find and gacious njoymn--music andls. Music, indd, had bn culivad long bfo, no only bypofssional bads, bu vn by pincs, lik Achills and Pais; his,howv, was fo h sak of amusmn and caion ah han of hf njoymn of lif. I had bn gadd as a mans, no as an nd.W mus b caful, in ou sudy of Gk lif and ducaion, no oconfound play and caion, which a fo h sak of wok, wih hf njoymn of lif, which is an nd in islf, and o which all wokis bu a mans. "Enjoymn is h nd." W shall s, as w pocd, owha momnous suls his disincion lads, how i govns no onlyall ducaion bu all h insiuions of lif, and how i finallyconibus o bak up h whol civilizaion which i dmins. Imay faily b said ha Gc pishd bcaus sh placd h nd oflif in individual shic njoymn, possibl only fo a fw andgading only h fw.In hisoic Gc, music cam o b an ssnial pa of h ducaionof vy f man. Evn f womn lan i. Along wih music wnpoy, and whn his cam o b win down, i was md "ls."As vy f man cam o b his own minsl and his own hapsod, hpofssional minsl and hapsod disappad, and h Homic pomsvn, in od o b psvd fom oblivion, w commid o wiingby an nlighnd yan--Pisisaus.Th fis poion of h Gk popl ha aaind a dg ofcivilizaion dmanding an ducaion fo hous of lisu, was h olianac, and paiculaly h Asiaic poion of i. Accodingly w findha all h alis musicians and pos, didacic and lyic, aolians--Hsiod, Tpand, Aion, Alcus, Sappho, Piacus, c. Lsbossms o hav akn h lad in his "high ducaion." Th las fivnams all blong o ha island, which poducd also h alis Gkhisoian and pos-wi--Hllanicus. Bu h olians, hough alisin h fild, w soon ousippd by h oh wo acs, h Doicand h Ionic. olian ducaion and culu nv advancd byond musicand lyic poy. I knw no dama, scinc, o philosophy.Th olians w followd, almos simulanously, by h Doians andIonians, who pusud wo widly divgn dicions. Th fomboowd h lyic ducaion and culu of h olians, and poducdsval lyic pos of disinguishd mi--Tyus, Alcman, Ibycus,Ssichous: nay, hy vn advancd fa nough o ak h fis spsin scinc, philosophy, and damaic poy. Pyhagoas, Epichamus,Sophon, Xnachus, and Susaion w all Doians. Bu h pogss ofh ac was add and finally chckd by igid poliicalinsiuions of a socialisic chaac, which, by suppssing

individual iniiaiv, ducd h whol o immobiliy.Th Ionians, on h conay, boowing fly fom boh olians andDoians, and volving v f and f insiuions, caidducaion and culu o a poin which has nv bn passd, andaly, if v, achd, in h hisoy of ou ac. And whn hycasd o gow, and dcay s in, his was du o xacly h opposicaus o ha which sund hm among h Doians; namly, o xcssivindividualism, misnamd liby. Individualism uind Ahns.Alhough ducaion assumd diffn foms among diffn poions ofh Gk ac, h a cain faus ha sm o hav bn commono all hs foms duing h poch of h "Old Educaion." Two of hsdsv anion._Fis._ Educaion was vywh a banch of sacaf, and h Saislf was only h highs ducaional insiuion. This was quallyu whh h schools w public, as a Spaa, o piva, as aAhns. Evywh ciiznship was a dg, confd only upon sons off ciizns, af a saisfacoy xaminaion ()._Secnd._ The st es r r des f educ tin were everywhere the s me,thuh their imits were nt everywhere m red by the s me number fye rs. The first, extendin usu y frm birth t the end f the seventhye r, w s th t f hme educ tin; the secnd, extendin frm thebeinnin f the eihth ye r t the end f the sixteenth r, perh psftener, the eihteenth ye r, w s th t f sch educ tin; the third,extendin frm the beinnin f the seventeenth r nineteenth ye r tthe end f the twentieth (in Sp rt f the thirtieth), w s th t fcee educ tin, r educ tin fr the duties f citizenship; thefurth, incudin the rem inder f ife, w s th t f universityeduc tin, r educ tin thruh the St te, which then w s the nyuniversity. At the beinnin f the third perid, the yun men ttheir first St te ex min tin, nd if they p ssed it successfuy, theyreceived the deree f C det r Citizen-nvice (); but it was lyat the begiig f the furth perid, ad after they had passed asecd examiati ( ), th t they receive the egreef M n n Citizen n were ermitte t exercie ll the fnctin ffreemen. The St te then bec me, invery re l ene, their _AlmM ter_.In mt t te, thi gr e ec tin fell nly t the lt f m le, theec tin f fem le ting hrt with the firt gr e, the f mily,which w reg re their nly here. It w therwie t S rt ,Te, n rently mng the li n gener lly. Acneqence it inly mng the li n n Dri n th t ny etee f ntee r--S h, Crinn , Teleill , etc. Althgh, hwever, wm n'here w the f mily, n he w cniere t h ve ne her ty whenhe wrthily fille the l ce f wife, mther, n mitre, there w nthing t revent her frm cqiring the higher ec tin, if he chet . Th t he i nt ften che, eem tre; till there reex mle f le rne wmen even mng the Atheni n. The ghter fThcyie i i t h ve cntine hi hitry fter hi e th, n,whether the t tement be tre r nt, the f ct th t it w m e hwth t the bility t write hitry w nt reg re imible rrriing in wm n.

CHAPTER IIOLIAN OR THEBAN EDUCATIONHei i the te cher f mt.--Her clit.When th rt e , th h lt lie inNt even the memry f thee h ll beThencefrw r nr frever; fr th hN h re in the Pieri n re; btEv'n in the h ll f H e th h ltA frightene h w, with the h wy--S h (_t n nec te wm n_).

the e rth.

tflit,

e .

Wh t rtic hyen ever ch rm the l,Th t rn 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 keny cnier ble v nce in cltre. Their cl im t Hmer c n h rly bet ine; bt they cert inly rce Hei, mt f the gre ter lyricet n etee, n the firt hitri n. Fr time they b e f irt le the cltre f Greece. Bt the rmie w nt flfille. Dringthe lmy eri f Greek hitry, they were nt nly the mtncltre n ncth f the Greek, bt they even rie themelven their brihne f eech n m nner, n erie cltre. In theglri trggle in which Greece m int ine the c e f cltre n

freem g int Peri , Thebe, then the chief centre f li nim,ie with the b rb ri n, , inee, w n tr l.Theb n ec tin w , f cre, reflex f the ch r cter f the Theb nn, inee, f the Bti n, ele. It m in iviin were the fGreek ec tin gener lly,--Gymn tic n Mic; bt the frmer w le rnt lely fr thletic re, n the l tter m inly fr e tb nqet n rinking-bt, in which the Bti n fn their chief

elight. Letter were tie little t S rt (ee . 47), n

the l ng ge f the ele rem ine h rh n nmic l. Of higherec tin there w h rly tr ce. The hit e Bti by. EvenPin r, wh w by birth Theb n, n incerely tritic ne, ghtn fn recgnitin nywhere r ther th n mng hi wn ele. He i

nt even write in their i lect.The re n fr thi b ckw rne n the rt f the Bti n li n l yin the f ct th t they live, cnqering r ce, in the mit fele erir t them in every reect ve trength, n cl

m int in their cenency nly by brte frce. When thi f ile, n thecnqere r ce, which h never frgtten C m n it ncienttr itin, c me t the frnt, ec tin n cltre fn their w yeven t Thebe. It w e t thi ch nge in litic l cnitin th tPin r cl rie, n it w btle the em n fr cltrecneqent theren th t ince cert in member f the c ttere

Pyth gre n chl (ee . 54) t eek refge in Thebe n there evtethemelve t te ching. Amng thee were Phill [1] n Lyi, thel tter f whm w rb bly the thr f the f m "Glen Wr"(ee . 57). Bt he h better cl im t f me th n thi; fr he w thete cher f the br vet n mt lv ble m n th t Greece everrce--E minn .If ny enthi tic believer in the wer f ec tin eire t frtifyhi c e by me n f brilli nt ex mle, he will fin nne erir t

E minn ; fr there c n h rly be ny qetin th t it w thee rnet, ytem tic, religi, n mr l Pyth gre n tr ining which hereceive frm the ge Lyi, whm he tre te f ther, th t m e himwh t he w , n en ble him t wh t he i,--which w nthing leth n t l ce Thebe t the he f Greece. Thebe re n fell withE minn . Bt th t w nt ll. It w the ex mle f E minn th t kinle the mbitin f Phili f M cen, wh w ec te nerhi eye, n f hi f r mre f m n, Alex ner, wh m e ll Greecervince f hi emire. Pyth gr , Lyi, E minn , Phili,Alex ner--in five brief gener tin n e rnet te cher cnqerwrl!Frm the time f E minn n, Thebe fllwe the rin ry cre fGreek ec tin.

CHAPTER IIIDORIAN OR SPARTAN EDUCATIONG, tell t S rt , th th t et by,Th t here, beient t her l w, we lie.--Simnie (_Eit h n the Three Hnre wh fell t Thermyl_).Thi im tter fr which the L cemni n eerve rb tin:they re extremely licit bt the ec tin f their yth n

m ke it blic fnctin.--Arittle.The L cemni n im rt t their chilren the lk f wil be t,thrgh the everity f the exercie t which they bject them,their ntin being th t ch tr ining i eeci lly c lcl te theighten cr ge.--_I._Thee re f r behin in ec tin n hilhy th t they ntle rn even letter.--Icr te.OLD MEN. We _were_ nce trng men (yth).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 fireTheir l with n imle high:Bt the Dri n ree n the S rt n lyreFr the n f liberty!S mve they c lmly t their fiel,Thence never t retrn,S ve be ring b ck the S rt n hiel,Or n it rly brne!--Hem n.There w l w th t the c et hl reent themelve n ke inblic befre the ehr every ten y; n, if they were well knitn trng, n lke if they h been c rve n h mmere inth e by gymn tic, they were r ie; bt if their limb hwe

ny fl bbine r ftne, ny little welling r icin f

ie m tter e t l zine, they were flgge n jtice theren then. The ehr, mrever, bjecte their clthing every y

t trict ex min tin, t ee th t everything w t the m rk.N ck were ermitte in L cemn bt fleh-ck. A ck whknew nything ele w riven t f S rt , hyic frinv li.--li n.Every r tin l ytem f ec tin i etermine by me im r ie lmre r le cncily et . Th t f the Dri n, n rticl rlyf the S rt n, m y be exree in ne wr--STRENGTH, which, in theinivi l, tk the frm f hyic l enr nce, in the St te, th t felf-fficiency (). A elf-fficient St te, frnihingfiel fr ll the ctivitie n ir tin f ll it citizen, n

em ning their trnget n mt evte exertin--ch i the Dri nie l. It i e y t ee wh t virte Dri n ec tin wl eek t

evel--hyic l trength, br very, n beience t the l w f theSt te. Amng the Dri n the hm n being i entirely brbe in thecitizen. The St te i ll in ll.The Dri n ie l re lize itelf chiefly in tw l ce, Crete n

S rt . Bth thee were ree tely hel in ncient time mel fwell-gverne t te, n even Pl t t the bt nce f hi _L w_int the mth fCret n.Abt the et il f Cret n ec tin we re bt rly infrme. Twthing, hwever, we knw: (1) th t Lycrg, the rete fner fS rt n ec tin, w hel t h ve r wn m ny f hi ie frm Crete,n (2) th t the fin l relt f Cret n ec tin-- n the me i tref ll ec tin th t merge the m n in the citizen--w , in ite fit trictne, emr lizing. The ch r cter f the ele w mme by their et Eimenie, cntemr ry f Sln', inf m lineqte by St. P l, "The Cret n re lw y li r, evil be t, l zybellie."With reg r t S rt n ec tin r infrm tin i mch gre ter, n wem y therefre elect it the tye f Dri n ec tin gener lly.The Pelnnei n Dri n h ving, thrgh cnt ct with the mrecivilize ele whm they cnqere, lt mch f th t rigr

iciline n nqetining ly lty which m e them frmi ble, were,in the ninth centry B.C., becming irg nize, th t in tw f theDri n t te they were imil te by the n tive l tin, theArgive n the Meeni n. The me rce w r ily ging n in thethir t te, L cemn, when Lycrg, 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 tie it intittin. On hi retrn he er e hicntrymen t bmit t"Cntittin," which ever fterw r went byhi n me. Thi cntittin incle

cheme f ec tin, whe imw thrgh tr ining f the whle f the free citizen, bth m le n

fem le, (1) in hyic l enr nce, n (2) in cmlete brin tin tthe St te. The frmer w ght t be im rte by me n f rigrn ften crel, ytem f gymn tic; the l tter, thrgh chric micn ncing, incling milit ry rill. S rt n ec tin, therefre, w cnfine t tw br nche, Gymn tic n Mic. Intrctin in letterw cnfine t the meret element. S rt ccringly never rce

et, n hitri n, n rtit, r hilher f ny nte. Even therr nger f her chre were freigner--Tyrt, Ter ner, Arin,Alcm n, Th let , Steichr.A S rt n ec tin w nthing mre r le th n

tr ining fr

S rt n citizenhi, we mt ref ce r ccnt f it bythe S rt n St te.

few wr n

The gvernment f S rt w in the h n f cle ritcr cy, whele im w the m inten nce f it wn rem cy, g int (1)freign enemie, (2) _Periiki_, r ifr nchie n tive citizen, (3)Helt, r n tive erf. T ecre thi, it frme itelf intt ning rmy, with trict milit ry rg niz tin. S rt , it nebe, w c m; ll free inh bit nt were lier. Thgh they werecmelle t m rry, the city cnt ine n hme. The men n, frm thecle f their eventh ye r, the by, live in b rr ck n te tblic t ble (_Phiiti _). The wmen h bt ne recgnize fnctin,th t f frnihing the St te with citizen, n were ec te lelywith view t thi. N ther virte w execte f them. Arittletell th t "they live in every kin f rflig cy n in lxry."Ply nry w cmmn, n, whenwm n lt ll her hb n, he w ften cmelle t enter int rel tin with l ve, in rer th t hemight nt f il in her litic l ty.Amng ele rg nize n the b i f brte frce, it were v in tlk fr ny f the finer tr it f hm n n tre--gentlene,tenerne, ym thy, ity, mercy. The mercilene n crelty f theS rt n were rverbi l. Periiki n Helt incrring the ile rer icin f the thritie were ecretly t t e th, witht eventhe frm f tri l. A triking int nce f ch crelty i recre byThcyie. The f ct re th t te by Grte (_Hitry f Greece_,vl. ii, . 376-7): "It w in the eighth ye r f the Pelnnei nW r, fter the Helt h been c lle n fr ign l milit ry effrtin v ri w y, ... th t the ehr felt eeci lly rehenive f ntbre k. Anxi t ingle t the mt frw r n ring Helt, men frm whm they h mt t re , they ie rcl m tin th tevery member f th t cl wh h renere itingihe ervicehl m ke hi cl im knwn t S rt , rmiing liberty t the mt

eerving. A l rge nmber f Helt c me frw r t cl im the bn: ntle th n tw th n f them were rve, frm lly m nmitte, n

le in lemn rcein rn the temle, with g rl n n theirhe , n in gr tin t their cming life f freem. Bt thetre cher g rl n nly m rke them t victim fr crifice: everym n f them frthwith i e re; the m nner f their e th w nntl mytery."S rt n ec tin w entirely cncte by the St te, t the exene fthe St te, n fr the en f the St te. It iffere in thi reectfrm ne rly every ther ytem f Greek ec tin. It w ivie intfr eri, crrening reectively t chilh, byh, yth,n m nh.(_ _) CHILDHOOD.--A n the S rt n chil c me int the wrl, theSt te, thrgh fficer inte fr th t re, ent t ex mine it.If it eeme vigr, n hwe n bily efect, it w ermitte tlive, n frthwith te by the St te; therwie it w c rrie tthe mnt in n thrwn ver reciice. The chilren ccete by theSt te were fr the next even ye r left in ch rge f their mther,bt, btle, till ner St te rveill nce. Jt hw they weretr ine ring thee ye r, we nt knw. We c n nly ge th t theynerwent very mch the me rce ther Greek chilren, ny

ifference being in the irectin f rigr. A the et il f Greekec tin gener lly will be e lt with ner the he f Athen, theym y be mitte here.

(_b_) BOYHOOD.--On cmleting hi eventh ye r, the S rt n by w tr nferre frm hi mther' he n c re t blic b rr ck n

the irect titin f the St te. Althgh the by were in ch rge feci l fficer (), wh divided them it squads adcmpaies, ad arraged their exercises fr them, they were everthelesstaught t regard every grw ma as a teacher, ad every such ma wasexpected t crrect them prmptly ad rigrusly, wheever he saw themdig wrg. At the same time, every by was expected t frm aitimate cecti with sme e ma, wh the, t a large extet,became respsible fr his cduct; ad, thugh the chice i thismatter rested with the parties ccered, it was csidered a disgracei a ma, less tha i a by, t be withut such cecti. Thughthis arragemet, it is said, fte led t lametable abuses, there cabe dubt that it admirably served the purpses f Sparta. Itfurished every by with a tutr, wh, uder the circumstaces, culdhardly fail t treat him kidly, ad wh was iterested i makig himsurpass all ther bys i curage ad edurace. This friedly ifluecef teacher pupil was smethig i which the Greeks at all timesstrgly believed, ad which frmed a imprtat frce i all theireducati. I Sparta, as i Crete ad Thebes, it was legally recgized.Oe f the duties f Sparta "ispirer" ( r ), as hewas called, was t teach his yug fried () t eme n himelfrerly n ll cc in, n t hl hi tnge excet when he h

mething very imrt nt t y. In thi w y it w th t the yngS rt n receive their mr l ec tin, n cqire th t effectivebrevity f eech which t thi y we c ll "l cnic."The frm l ec tin f S rt n by cnite m inly f gymn tic,mic, chric ncing, n l rceny. Their liter ry ec tin w cnfine t little re ing, writing, n finger- rithmetic; everythingbeyn thi w rcribe. An the re n fr thi rcritin rent ifficlt t icver. S rt t ke everything n her litic ltrength, n thi invlve tw thing, (1) eq lity mng her freecitizen, n (2) blte evtin n their rt t her interet, bthf which the higher ec tin wl h ve renere imible. Ec tinet blihe mng men itinctin f wrth qite ther th n milit ry,n give them inivi l interet itinct frm the f the St te. Itw the me re n th t ince Rme, ring the bet eri f herhitry, t excle her citizen frm ll higher ec tin, which ieenti lly inivi l n cmlit n.The ec tin f the S rt n by w cncte mtly in the en irn in blic, th t they were cntin lly exe t the cheer rcff f critic l ect tr, t whm their erfrm nce werecntin l mement f the n tre f cck-fight. Whether the ifferent"inirer" bette n their wn by m y be btfl; bt they cert inlye every effrt t m ke them win in ny n every cntet, n the"inirer" f "winning" by w n envie m n. The relt w th tm ny by lt their live mi cheer, r ther th n incr the igr cef being be ten. In mch the le re f gymn tic w trengthn enr nce; f ncing, rer; n f mic, m rti l inir tin, iti e y t ee wh t frm thee tie nece rily me; n we nee

nly t t rem rk th t Dri n mic receive the nq lifie

rb tin f ll the gre t ec tin l writer f ntiqity,--even fArittle, wh h nly wr f cnemn tin fr S rt n gymn tic.There w nly ne br nch f S rt n chl-ec tin th t w ntcncte in blic, n th t w l rceny. The re f thi cri

iciline w t en ble it bject t ct, n cc in, etectiven in mng the ever icntente n rebelli Helt. Hw

ccefl it w , m y be jge frm the incient recre n ge 45.L rceny, when cceflly c rrie t ner ifficlt circmt nce,w l e; when icvere, it w everely nihe. A try itl f by wh, r ther th n betr y himelf, llwe tlen fx,cnce le ner hi clthe, t e t t hi entr il.In ne reect S rt n ec tin m y cl im eririty ver th t f mtther Greek t te: it w nt cnfine t ne ex. S rt n girl,thgh rently ermitte t live t hme, were bjecte t cref tr ining iffering frm th t f their brther nly in being leevere. They h their wn exercie-grn, n which they le rnt tle , rn, c t the j velin, thrw the ic, l y b ll, wretle,

nce, n ing; n there i g evience t hw th t their exercieh n mir ble effect n their hyic l cntittin. Th t thebreezy ghter f S rt were h nmer n mre ttr ctive th n theht-he m ien f Athen, iwell- ttete f ct. M ny S rt n wmencntine their thletic n mic l exercie int rie wm nh,le rning even t rie irite hre n rive ch rit. If we m ybelieve Arittle, hwever, the effect f ll thi tr ining n theirmr l n tre w nything bt eir ble. They were neither virt nrbr ve.(_c_) YOUTH.--Abt the ge f eighteen, S rt n by e int thecl f _ehebi_, r c et, n beg n their rfein l tr ining frw r. Thi w their bine fr the next twelve ye r, n n lightbine 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 lightkirmihing. They were ner the ch rge f eci l fficer c lle

_biei_, bt h t nergrigi ex min tin befre the ehr everyten y (ee . 41). Their enr nce w t t evere tet. Se kingf the lt r f Artemi Orthi , P ni y: "An r cle cmm ne theele t imbre the lt r with hm n bl, n hence re the ctmf crificing n it m n chen by lt. Lycrg i w y with thir ctice, n r ine th t, inte , the c et hl be crge

befre the lt r, n th the lt r i cvere with bl. While thii ging n, riete t n by, hling, in her rm the wenim ge (f Artemi). Thi im ge, being m ll, i, ner rin rycircmt nce, light; bt, if t ny time the crger e l t lightlywith ny yth, n ccnt f hi be ty r hi r nk, then the im gebecme he vy th t the riete c nnt rt it; wheren hererve the crger, n ecl re th t he i brene n theirccnt. Th the im ge th t c me frm the crifice in the Crime h lw y cntine t enjy hm n bl." Thi Artemi e r, withbnle 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 yng menbec me _eirene_, n entere n cre f ty clely reemblingct 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, inhting, riing, wimming, b ll-l ying, n in cnflict f the mtbrt l kin. They tk rt in cmlic te n exh ting nce, themt f m f which w the Pyrrhic, nce ner rm. They m nne

frtree, in te Helt, n, in c e f nee, even tk thefiel g int n enemy.(__) MANHOOD.--At the ge f thirty, being e t h ve re che

their m jrity, they fell int the r nk f fll citizen, n tktheir h re in ll litic l fnctin. They were cmelle t m rry,bt were llwe t viit their wive nly r rely n by te lth. Theymetime h tw r three chilren befre they h ever een theirwive by ylight. When nt eng ge in ct l w r, they ent mch f

their time in w tching the exercie f their jnir, n the ret inhnting wil b r n imil r g me in the mnt in. Like Xenhn,they thght hnting the ne ret r ch t w r.Sch w the ec tin th t S rt g ve her n. Th t it rce

trng w rrir n tritic citizen, there c n be n bt. Bt th ti ll: it rce n men. It w gre tly mire by men like Xenhnn Pl t, wh were ick f Atheni n emcr cy; bt Arittle etim te

it t it tre wrth. He y: "A lng the L cni n were the nlyele wh evte themelve t vilent exercie, they were erirt ll ther; bt nw they re inferir even in gymn tic cntet n

in w r. Their frmer eririty, inee, w nt e t their tr iningtheir yng men in thi w y, bt t the f ct th t they lne i ."An even Xenhn, t the en f lng negyric n the S rt ncntittin, i blige t mit th t lre y in hi time it h f llenfrm it l wrth int feeblene n crrtin, n thi in ite fthe f ct th t he h hi wn n ec te t S rt . When S rt fellbefre the heric n cltre E minn , he fell nitie, le vingt the wrl little r nthing bt w rning ex mle.

CHAPTER IPYTHAGORAS

irte n he lth n

ll g

One i the rincile f

n G

re

h rmny.--Pyth gr .

ll.--Phill the Pyth gre n.

All thing th t re knwn h ve nmber.--_I._The rincile f ll virte re three, knwlege, wer, n

chice. Knwlege i like ight, whereby we cnteml te n jgething; wer i like bily trength, whereby we enre n heret thing; chice i like h n t the l, whereby we tretch tn l y hl f thing.--The ge the Pyth gre n.The Dric iciline, even in S rt , where it cl exhibit itch r cter mt freely, rce merely lier n nt free citizen rcltiv te men. It w , neverthele, in it eenti l fe tre, theHellenic ie l, n nmer ttemt were m e t remey it efectn t give it erm nence, by cnnecting it with higher th n mere lc ln ritcr tic interet. One f the e rliet n mt ntewrthy fthee w m e by Pyth gr .Thi extr rin ry ern ge e r t h ve been brn in the il n fS m in the firt q rter f the ixth centry B.C. Thgh he w brnmng Ini n, hi f mily e r t h ve been Ach i n n, t meextent, Pel gi n (Tyrrheni n), h ving emigr te frm Phli in theArgli. After itingihing himelf in Ini , he emigr te in mi

lelife t M gn Grci , n tk hi be in the Ach i n clny fCrtn, then rich n flrihing city. The c e f hi emigr tineem t h ve been the tyr nny f Plycr te, which rently im rte

t him rejice g int Inic tenencie 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 ntimrb 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 thrgh Pherecye fSyr. Th t he w n mnivr tent i ttete by hicntemr ry, Her clit. He w nbtely ffecte by the hyic ltherie crrent in hi time in Ini , while he l inly rew hilitic l n ethic l ie frm S rt r Crete.Of hi ctivity in Ini we knw little; bt we m y erh cncleth t it w f the me n tre th t which he fterw r il ye inIt ly. Here he e re in the trile c city f thelgi n, ethic lte cher, n cientit. Hi chief interet fr lie in the f ct th the w rently the firt m n in Greece, n, inee, in the weternwrl, wh ght t et blih n ethic l intittin rt frm theSt te. In thi reect he be rtrng reembl nce t the rhetI i h, wh m y be i t h ve rigin te the ie f Chrch (ee .133). Pyth gr ' im eem t h ve been t g ther rn him by f

icile wh hl ene vr t le

erfect life, b e n cert inthelgic l r met hyic l ntin, n gie by rle f lmtmn tic trictne. Like ther men wh h ve fn themelve in themit f irreverence, elfihne, n emcr tic vlg rity n n rchy,he believe th t hi time em ne mr l iciline, b e n reectfr thrity n ch r cter, withfirm belief in ftre retribtin,n inclc te by c refl ty f the rer n h rmny f n tre;n ch iciline he trve, with ll hi might, t im rt. H ving nf ith in the c city f the St te t be n intrment fr hi re,he et t wrk ineenently f it, n eem t h ve met with verym rke cce, r wing t him m ny f the bet men n wmen fSthern It ly. S nmer n werfl, inee, i hi fllwerbecme th t they hel the b l nce f wer in ever l citie, n wereble t e it fr the enfrcement f their wn rincile. A theewere exceeingly nemcr tic, n e t the tenencie f thetime, they fin lly re bitter itin, th t the Pyth gre nwere erecte n ttemt m e t extermin te them with fire n

wr. In thi w y their litic l inflence w brken, n theiremblie ree; bt the effect f Pyth gr ' te ching w ntlt. Hi fllwer, c ttere br thrght the Hellenic wrl,c rrie hi recet n hi life-ie l with them. In the fllwingcentrie they fn m ny nble ym thizer--Pin r, Scr te, Pl t,Eich rm, etc.-- n nerwent m ny mific tin, ntil they fin llywitnee

rerrectin, in the frm f Ne-Pyth gre nim n

Ne-Pl tnim, fter the Chriti n er . In thee l ter gie,Pyth gre nim lt itelf in myticim n cnteml tin, trning itfllwer int in ctive cetic; bt in it rigin l frm it eem th ve been eeci lly te t rce men f vigr ctin n

f r-ighte r ctic lity. Mil f Crtn, the inimit ble wretler;Archyt f T rentm, hilher, m them tici n, mici n, inventr,engineer, gener l, t tem n; n E minn , the gre tet n nbletf Theb n gener l, were rfee Pyth gre n.We might erh exre the im f Pyth gr ' e ggic l effrt bythe ne wr HARMONY. Jt he fn h rmny everywhere in thehyic l wrl, he trve t intrce the me int the cntittinf the hm n inivi l, n int the rel tin f inivi l with e chther. He m y erh be reg re the rigin tr f th t view f thewrl, f men, n f ciety which m ke ll g cnit in rer n

rrtin, view which recmmen itelf trngly t ie lit, n

h given birth t ll the ci l Uti , whe t tic erfectineem t relieve the inivi l frm the bren f renibility, n

which h ve been ngle befre the eye f trggling hm nity frm hi

y t r. Accring t thi view, which h it rt in Greekthght gener lly, the im f ec tin i t fin fr e ch inivi l

hi tre l ce n t m ke him efficient therein. M n i m e fr rer,n nt rer fr m n. He i brn int wrl f rer, i hwn bythe f ct th t nmber n rrtin re fn in everything th t iknwn. Pyth gr , in hi enthi m fr hi rincile, c rrie hi

ctrine f nmber t br length, ientifying them with re lthing; bt thi enthi m w nt witht it v l ble relt, inceit i t Pyth gr n hi chl th t we we the cience f gemetryn mic. Mrever, exerience mt h ve t ght him th t it i nething t rn

thery, nther t m ke it effective in regl tinghm n rel tin. In rer t ccmlih the l tter bject, he invke

the i f ivine thrity n f the ctrine f metemychi n

ftre retribtin. Hence hi ec tin l ytem h

trng religic t, which hwe itelf even tw rly in the ignifie eme nr n

qiet elf-ein f hi fllwer.H rmny, then, t be tt ine by iciline, ner religi nctin,w the im f Pyth gr ' te ching. Believing, hwever, th t nlylimite nmber f ern were c ble f ch h rmny, he electe hilng nviti te, in whichil with gre t c re, n bjecte them tilence, elf-ex min tin, n blte beience l ye rminent rt. The im f thi w t en ble them t vercme imle,cncentr te ttentin, n evel reverence, reflectin, n

thghtflne, the firt cnitin f ll mr l n intellect lexcellence. While the firt c re w irecte t their irit l rt,their bie were by n me n frgtten. F, clthing, n exerciewere ll c reflly regl te n hygienic n mr l rincile.Reg ring the et il f Pyth gr ' ec tin l ytem we re nt wellinfrme; bt the irit n tenency f it h ve been emb lme fr inthe -c lle _Glen Wr_, which, if nt e t the en f Pyth gr himelf, cert inly re ch b ck t very ne r hi time, n cnt in nthingt v ri nce with wh t we therwie knw f hi te ching. We inertliter l verin.THE GOLDEN WORDS.The G immrt l, by l w ie,Firt vener te, n reverence the th:Then t the nble here, n the werBene th the e rth, hm ge with jt rite.Thy rent hnr n thy ne ret kin,An frm the ret che frien n virte' c le.T gentle wr n kinly ee give w y,Nr h te thy frien fr ny light ffence.Be r ll th c nt; fr C n well nigh t Mt.Thee thing th knw.Wh t fllw le rn t rle:The belly firt, then lee n lt n wr th.D nthing b e with ther r lne:Bt mt f ll thyelf in reverence hl.Then r ctie jtice bth in ee n wr,Nr let thyelf w x thghtle bt ght:Bt knw th t e th' the cmmn lt f ll.Be nt ntimely w tefl f thy we lth,Like vlg r men, nr yet illiber l.In ll thing mer tin nwer bet.

D thing th t rfit thee: think ere th

ct.

Let never lee thy rwy eyeli greet,Till th h t nere e ch ct f the y:"Wherein h ve I tr ngree? Wh t h ve I ne?Wh t ty hnne?"--beginning frm the firt,Unt the l t. Then grieve n fe r fr wh tW b ely ne; bt in the g rejice.Thee thing erfrm; thee meit te; thee lve.Thee in the th f glike excellenceWill l ce thee, ye , by Him wh g ve r lThe nmber Fr, erenni l n tre' ring!Bt, ere th ct, cr ve frm the g cce.Thee recet h ving m tere, th h lt knwThe ytem f the never-ying gAn ying men, n hw frm ll the retE ch thing i ner', n hw hel in ne:An th h lt knw, it i right th hlt,Th t n tre everywhere i nifrm,An h lt neither he fr thing th t lieBeyn ll he, nr f il f ny trth.Bt frm ch f bt in we h ve n me,An, while th eek't t rge n free thy l,Ue jgment, n reflect n everything,Setting 'er ll bet Thght ch riteer.Be gl t g ther g, nr le t le.Of hm n ill th t ring frm irit-werEnre thy rt nr eevihly cml in.Cre wh t th c nt: 'ti well, n then reflect:"F te never l y t mch n the g."Wr m ny, br ve n b e, il men' e r.Let thee nt icncert r tr mmel thee;Bt when ntrth i ken, meekly yiel.Wh t next I y in every ct berve:Let nne by wr r ee rev il n theeT r y wh t were nt bet fr thee.Think ere th ct, let flih thing be ne;-Fr thghtle ee n wr the c itiff m rk;-Bt trngly wh t will nt bring regret.D n ght th t nt knw; bt ly le rn.S h ll thy life with h ine 'erflw.Be nt neglectfl f thy by' he lth;Bt me re e in rink, f, exercie-I me n by 'me re' wh t bring n itre.Fllw cle nly, imle me f life,An g r g int ch ct envy bree.Then, if, when th the by le v't, th mntT the free ether, e thle h lt th be,A g immrt l,--mrt l never mre!

In thi ytem ix thing re ntewrthy: (1) It cmrehenivene, inth t it t ke ccnt f m n' whle n tre,--by, l, n irit;ffectin, intellect, n will, n f ll hi rel tin--t g n

men, t elf n n tre: (2) It imflne, in th t it rmieh ine here n bleene here fter, the rew r f right living:(3) It iety, in th t it everywhere recgnize the nee f ivineit nce: (4) It reci tin f cience, inight int the n tren grn f mltilicity n nity: (5) It tre l i n right

ing, the cnitin f right knwing: (6) It belief in m n'

ivinity n erfectibility. It i cri th t the em cnt in nreference t the ctrine f metemychi, which might rently h vebeen e le t werfl mr l nctin.Th t ytem like th t f Pyth gr , cmbining the religi, themytic l, the cientific, the ethic l, n the ci l tenencie f theHellenic min, hl h ve exerte

ee n biing inflence, nee

nt rrie . We fin rfn tr ce f it, nt nly in llbeqent Greek thght, bt even in freign ytem, ch Eenim,whe element were Hebrew N z renim n Greek Pyth gre nim. Therel tin between Eenim n Chriti nity h ve nt yet been

etermine. Of the effect f Pyth gr ' te ching n E minn I h velre y ken.

CHAPTER IONIAN OR ATHENIAN EDUCATIONLet me nw give n ccnt f the Ol Ec tin, when I, tteringwr f jtice, w in my rime, n elf-cntrl w hel inreect. In the firt l ce, chil w nt llwe t be he r

ttering grmble. Then ll the by f the q rter were blige tm rch in by, in n rerly w y n with the c ntet fclthing, lng the treet t the mic m ter', n thi they i

even if it nwe like b rley-gr t. Then they were et t rehe reng, witht cmreing their thigh,--either "P ll , mightycity-trmer," r "A ht ning f r," tting energy int themely which their f ther h ne wn. An, if ny ne ttemte

ny fling, r ny f the trill like the ifficlt inflexin _l _ Phryni nw in vge, he receive

g threhing fr hi in, h ving inlte the Me. Ag in, t the hyic ltr iner', the by, while itting, were blige t kee their legin frnt f them.... An t inner they were nt llwe t ick tthe bet r ih-he , r t n tch w y nie r celery frm theireler, r t grm nize n fih n fiel-f re, r t it withtheir leg cre.... T ke cr ge, yng m n, n che me, theBetter Re n, n y h ll knw hw t h te the blic q re, tvi the b th-he, t be h me f wh t i h mefl, t hwtemer when ny ne

ree y in rib l l ng ge, t rie frmyr e t when yr eler r ch, n nt t be lbber t yrwn rent, r t ny ther neemly thing t m r the im ge fMety, r t rh t the he f the ncing-girl, n, while yre g ing t her erfrm nce, get trck with n le by wenchn f ll frm yr f ir f me, r t t lk b ck t yr f ther, r,

reing him J het, t revile the l ge which m e the netfr y.... Then, freh n blming, y will en yr time inthe gymn i , n nt g bt the blic q re, mthing mntr

jke, like the yng men f t- y, r getting r gge intliery, gmhn-b mbzling ite, bt, ging wn t theAc emy, with me wrthy cm nin f yr wn ge, y will t rtrnning-m tch, crwne with white ree, melling f mil x,leire n eci white l r, rejicing in the ring, whenthe l ne-tree whier t the m le. If y the thing which Ienjin, n give yr min t them, y will lw y h vewell-evele chet, cle r cmlexin, br hler, n

hrt tnge.--Arith ne, _Cl_ (_Seech f Right Re n_).In their ytem f ec tin, me t te trive t im rtcr ge h bit t their ele frm their very chilh by infl n l bri tr ining, where we, thgh living in freen n tr l w y, re re y t meet them in f ir fiel with nf vr.--Pericle' _Fner l Or tin_ (_Thcyie_).I will never igr ce thee cre rm, nr eert my cm nin inthe r nk. I will fight fr temle n blic rerty, bth lnen with m ny. I will tr nmit my f therl n, nt nly nt le, btgre ter n better, th n it w tr nmitte t me. I will bey them gitr te wh m y t ny time be in wer. I will berve bth theexiting l w n the which the ele m y n nimly here fterm ke, n, if ny ern eek t nnl the l w r t et them tnght, I will my bet t revent him, n will efen them bthlne n with m ny ( ll?). I will hnr the religin f my f ther.An I c ll t witne Agl r, Eny li, Are, Ze, Th ll, Ax,n Hegemne.--_O th f the Atheni n Ehebi._Cnier, Men f Athen, wh t c refl rviin w m e by Sln,the ncient l wgiver, by Dr c, n ther l wgiver f th t eri,fr the cltiv tin f g mr l. In the firt l ce, they m el w t ecremr l ec tin fr r chilren, n l i wn, inl in term, jt wh t the free-brn by hl ty n hw hehl be nrtre; ecnly, they m e regl tin reg ring yngmen; n, thirly, with reg r t the ther eri f life in theirrer, incling bth riv te ern n blic e ker; n,h ving recre thee l w, they left them in yr keeing,inting y their g ri n.--chine (_ g int Tim rch_).If ytem f ec tin re t be cl ifie ccring t theirrelt-- n thee re erh the f iret tet--then the "Ol

Ec tin" f Athen mt be igne

very high l ce. The ch r cterwhich he il ye, n the exlit which he erfrme, in the e rly

ec e f the fifth centry B.C., be r neqivc l tetimny t thev le f the tr ining t which her citizen h revily beenbjecte. Thi tr ining cl erh h rly be better ch r cterize

th n by the wr "rit nic l." The men wh fght t M r thn, S l mi,n Pl t were rit n, tr ine, inh r chl, t fe r the g,t reect the l w, their neighbr, n themelve, t reverence thewim f exerience, t eie cmfrt n vice, n t hnetwrk. They were nt enfeeble by thetic cltre, r lyze by btr ctthinking, r h rene by rfein l tr ining. They were ec te t bemen, frien, n citizen, nt t be mere thinker, critic, lier,r mney-m ker. It w g int m ll b n f ch men th t the htf Peri fght in v in.It i n tr l th t thi "Ol Ec tin" f Athen hl h ve eci linteret fr , in mch it eem, in gre t me re, t h ve lve

the rblem th t mt be ermt with every tre ec tr n frien

f ec tin, viz. Hw c n trng, wie, n g men be rce? Frthi re n, l bec e we re the better infrme reg ring theec tin l ytem f Athen th n th t f ny ther Greek t te, iteem rer t evte eci l ttentin t it, tre ting it reminently Greek ec tin. Inee, wh tever i erm nently v l blein Greek ec tin i t be fn in th t f Athen, ther ytemh ving m inly bt n hitric l interet fr .In cm ring the ec tin f Athen with th t f S rt , we re t ncetrck with tw gre t itinctin: (1) While S rt n ec tin iblic, Atheni n ec tin i m inly riv te; (2) While S rt ec tefr w r, Athen ec te fr e ce. A t the frmer f thee, it i ntlittle rem rk ble th t, while m ny f the firt thinker f Greece,incling Pl t n Arittle, vc te n entirely blic ec tin,Athen never te it, r even tk ny te in th t irectin. Iteem if the Atheni n felt intinctively th t ci litic ec tin,by relieving rent f the renibility f rviing fr theec tin f their wn chilren, w remving trng mr l inflence,nermining the f mily, n je rizing liberty. Perh the ex mle fS rt w nt witht it inflence. N liberty-lving ele, ch the Atheni n were, wl cnent t merge the f mily in the St te, rt crifice riv te life t blic rer. A t the ecn itinctin,which w ll-erv ive, it ivie the tw ele by n im bleglf n ign them t tw ifferent gr e f civiliz tin. An itw ne f which bth ele were entirely cnci. While S rtrereente her ie l bych ine Are, Athen fn her in Wingleictry, frm f Athen , the ivinity f litic l n intri lwim. 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 hewhe entire f cltie f by, l, n min were rrtin tely n

crin tely evele; by the "wie t te," th t in which e ch cl fthe l tin erfrme it rer fnctin, n ccie it rerrel tin tw r the ret, n thi witht ny exceive exercie fthrity. If the S rt n, like the rtifici lly t me b rb ri n,bmitte t living by rle n cmm n, the Atheni n, like then tr lly civilize m n, elighte t live infree n n tr l w y( ) govrnd from wthn, and not from wthout. Tomak possb such f was th am of Athnan ducaton, whch,nstad of skng to mrg th man n th Stat, or to rnd th twoasundr, tratd thm as ncssary corrats and strov to baancthr cams.Th ndavor on th part of Athns to str a mdd cours btwnsocasm and ndvduasm, s manfst n th fact that, though shhad no pubc systm of ducaton, sh took grat car to s that hrctzns wr thoroughy ducatd n th sprt of hr nsttutons,and, ndd, mad such ducaton a condton of ctznshp, whch wasthus an acadmc dgr, confrrd ony aftr carfu xamnaton. By aaw of Soon's, parnts who had fad to gv thr sons a proprducaton ost a cam upon thm for support n thr od ag.Furthrmor, Athns subjctd a hr ma ctzns to a systmatcprparaton for cv and mtary functons, bfor sh aowd thm toxrcs ths.Athnan ducaton comprsd four grads corrspondng to fournsttutons, (1) th famy, (2) th schoo, (3) th gymnasum orcog, (4) th Stat. W may consdr ths n thr ordr.(1) FAMILY EDUCATION.

Th brth of a chd was rgardd by th Athnans as a joyfu vnt, assomthng cang for grattud to th gods. Ths xprssd tsf n afamy fstva, cad th Amphdroma, cbratd usuay on thsvnth day aftr th brth. On ths occason, th chd was carrdrapdy round th famy atar and rcvd ts nam. A sacrfc wasthn offrd to th gods, th mothr was purfd, and chrstnngprsnts wr dspayd. Th chd was now a mmbr of th famy andundr th protcton of ts gods. For th nxt svn yars, t waswhoy n th hands of parnts and nurss, th attr bng usuaysavs. Durng ths tm ts body was th chf objct of car, andvrythng sms to hav bn don to rndr t hathy and hardy.Crads do not sm to hav bn n us, and th chd was sung to spon th nurs's kn. Wh t was bng wand, t was fd on mk andsoft food swtnd wth hony. As soon as t was ab to mov about anddrct attnton to xtrna objcts, t rcvd paythngs, such asratts, dos of cay or wax, hobby-horss, tc., and was aowd toro and dg n th sand. Such wr th smp gymnastcs of ths aryprod. As to th othr branch of ducaton, t consstd mosty nbng sung to and n stnng to stors about gods and hros,monstrs and robbrs, of whch Grk mythoogy was fu. By mans ofths th chd's magnaton was rousd and dvopd, and crtansthtc, thca, and natona prpossssons awaknd. Though chdrnwr oftn frghtnd from crtan acts and habts by thrats of bogscomng to carry thm off, yt th chf thca agncy mpoyd wasvdnty strct dscpn. To scur good bhavor n hs chdrn wasth frst car of th Athnan parnt. Though dsncnd to harshnss,h nvr doubtd that "h who sparth th rod hatth th chd."Chdrn wr nvr pacd upon xhbton or appaudd for thrprcocous or rrvrnt sayngs. Thy wr kpt as much as possb outof th way of odr pop, and, whn ncssty brought thm nto thprsnc of ths, thy wr taught to bhav thmsvs quty andmodsty. No Grk author has prsrvd for us a cocton of th smartsayngs or rogush dongs of Athnan chdrn.Though th Kndrgartn dd not xst n thos od days, yt ts pacwas, n grat masur, fd by th numrous gams n whch thchdrn ngagd, n part at ast undr thr nurss' suprntndnc.Gams payd so mportant a part n th who f of th Grk pop,and spcay of th Athnans, that thr mportanc n th ducatonof chdrn was fuy rcognzd and much attnton dvotd to thm.Durng pay, charactr both dspays tsf mor fuy, and s morasy and dpy affctd, than at any othr tm; and, snc th whoof th wakng f of th chd n ts arst yars s dvotd topay, ths s th tm whn charactr s formd, and thrfor th tmwhch cas for most sduous car. In payng gams, chdrn not onyxrcs thr bods and thr wts; thy aso arn to act wthfarnss, and com to f somthng of th joy that arss fromcompanonshp and frndy rvary n a common occupaton. Morovr, asgams hav no nd byond thmsvs, thy ar admrab xrcss nfr, dsntrstd actvty and a protcton aganst sfsh and sorddhabts. Of a ths th Athnans wr fuy awar.Thr ar probaby fw gams payd by chdrn n our day that wr notknown n ancnt Athns. It sms, howvr, that gams wr thrconductd wth mor systm, and a dpr sns of thr pdagogcavau, than thy ar wth us. W har of runnng, apng, hoppng,catchng, httng, and throwng gams, gymnastc gams, and gams ofchanc. Th ba, th top, th hoop, th swng, th s-saw, thskppng rop, th knuck-bons wr as much n us n ancnt, as n

modrn, tms. Cards, of cours, thr wr not; and, ndd, gams ofchanc, though w known, sm rary to hav bn ndugd n bychdrn. It hardy sms ncssary to rmark that thr wr som gamspcuar to boys and othrs to grs, and that th attr wr ss rudthan th formr. Doubtss, too, th gams payd n th cty, whr thchdrn woud hav fw chancs of gong byond thr homs, wrdffrnt from thos payd n th country, whr amost comptfrdom to roam n th opn ar was njoyd. W must aways bar n mndthat w-to-do Athnan fams spnt th gratr part of th yar atthr country-houss, whch, wth fw xcptons, wr so nar th ctythat thy coud b rachd vn on foot n a sng day. Ths countryf 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 thro of prospctv ctzns n th tmp of Apoo Patros, and mad ammbr of a phratra, wnt to schoo, or, rathr, h wnt to twoschoos, that of th musc-mastr, and that of th physca tranr. Hwas aways accompand ththr and back by a _pdagogu_, who wasusuay a sav, who carrd hs wrtng-matras, hs yr, tc.(thr bng no schoo-books to carry), and whom h was xpctdmpcty to oby. Th boys of ach quartr of th cty coctd vrymornng at som appontd pac and wakd to schoo, k ttsodrs, n rank and f. Thy wor nxt to no cothng, vn n thcodst wathr, and wr obgd to conduct thmsvs vry dmury nth strts. Th schoo hours wr vry ong, bgnnng ary n thmornng and contnung t at n th vnng. Soon found tncssary to ntroduc a aw forbddng schoomastrs to hav thrschoos opn bfor sunrs or aftr sunst. It thus appars that boys,aftr th ag of svn, spnt thr who day at schoo, and wr thusary wthdrawn from th nfunc of thr mothrs and sstrs, a factwhch was not wthout ts barng upon moras.Thr ar svra ntrstng ponts n conncton wth Athnan schoof about whch our nformaton s so scanty that w ar ft n somdoubt rspctng thm. For xamp, though t s qut pan that Athnshad no systm of pubc nstructon, t s not so car that sh dd notown th schoo budngs. Agan, t s not crtan whthr musc(ncudng ttrs) and gymnastcs wr, or wr not, taught n th samocaty. Thrdy, thr s som doubt about th numbr and ordr of thhours dvotd to ach of th two branchs of study. In rgard to thsponts I can stat ony what sms to m most probab.As to schoo budngs, w ar xprssy tod by th author of thfragmntary tract on _Th Athnan Stat_, currnty attrbutd toXnophon, but probaby wrttn as ary as B.C. 424, that "th pop() builds itself may palstras, dressig-rms, baths, ad themasses 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 weapparetly have a right t d, we must cclude that sme, at least, ift all, f the schls fr bdily traiig were public edifices, letut by the State t teachers. Like all the great gymasia, sme, adpssibly all, f them were situated utside the city walls ad hadgardes attached t them. Whether the music-schls were s likewise, isdubtful, ad this brigs us t ur secd questi--whether the twbraches f educati were taught i the same place. That they were ttaught i the same rm, r by the same pers, is clear eugh; but itdes t fllw frm this that they were t taught i the same

buildig, r at ay rate i the same eclsed space. Thugh there seemst be explicit statemet i ay aciet authr this pit, I thikthere 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" itAthes, peed their schls i the great public gymasia, frequeted byyuths ad me, we may surely cclude that the lwer metal educatiwas t separated frm the physical. I the _Lysis_ f Plat, we fidsme yug me cmig ut f a palstra utside the city walls, adivitig Scrates t eter, tellig him that their ccupati ()consiss _mosly_ in discussions ( ), and that thrtachr s a crtan Mccus, an admrr of hs. Socrats rcognzs thman as a capab "sophst," a trm nvr usd of physca tranrs. Onntrng, Socrats fnds a numbr of boys and youths () payngtogthr, th formr havng just fnshd a sacrfc. It sms tofoow drcty from ths that ntctua ducaton was mpartd nth pastras. If ths b tru, w may, I thnk, concud that n Athnsth schoos gnray wr outsd th cty was, though th cas wascrtany dffrnt n som othr cts.In rgard to our thrd quston, t s car that, f boys spnt thrwho day n on pac, t woud b mor asy to dvd t proftabybtwn musca nstructon and gymnastcs than f thy spnt on partof t n on pac, and anothr n anothr. Just how t was dvdd, wdo not know, and I hav tt doubt that much dpndd upon th notonsof parnts and th tndncs of dffrnt prods. It s qut car,from crtan compants of Arstot's, that n Athns parnts njoydgrat brty n ths mattr. In any cas, snc, as w know, thnsttutons of ducaton wr opn a day, t sms mor than probabthat on cass of boys took thr gymnastc sson at on hour, anothrat anothr, and so wth othr branchs of study. It cannot b that thphysca tranng-schoos wr dsrtd whn th musc-schoos wr nssson. I thnk thr s suffcnt rason for bvng that,gnray, th youngr boys took thr physca xrcss n thmornng, and thr ntctua nstructon n th aftrnoon, th ordrbng rvrsd n th cas of th odr boys. How much of th tm spntat schoo was gvn up to ssons and how much to pay, s not at acar; but I am ncnd to thnk that th paytm was at ast as ongas th worktm. Th schoos wr for boys what th agora and thgymnasum wr for grown mn--th pac whr thr vs wr spnt.Bfor w consdr sparaty th two dvsons of Athnan ducaton, afw facts common to thm may b mntond. In th frst pac, thy hada common nd, whch was, to produc mn ndpndnt but rspctfu,frdom-ovng but aw-abdng, hathy n mnd and body, car nthought, rady n acton, and dvotd to thr fams, thrfathrand, and thr gods. Contrary to th practc of th Romans, thAthnans sought to prpar thr sons for ndpndnt ctznshp at asary an ag as possb. In th scond pac, th motvs mpoyd nboth dvsons wr th sam, vz. far of punshmnt and hop ofrward. As w hav sn, th Athnan boy, f h bhavd bady, was notspard th rod. As an offst aganst ths, whn h dd w, h rcvdunstntd pras, not to spak of mor substanta thngs. Educaton,k vrythng s n Grc, took th form of comptton. ThHomrc 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 bothdvsons th chf am was th razaton of capacty, not th

furthrng of acquston. Mr arnng and xcuton wr amostunvrsay dspsd n th od tm, wh ntgnc and capactywr unvrsay admrd. In th fourth pac, n both dvsons thutmost car was drctd to th conduct of th pups, so that t mghtb gnt, dgnfd, and ratona. In th ffth pac, ducaton nboth ts branchs was ntndd to nab mn to occupy worthy andsocaby thr sur tm, qut as much as to prpar thm for whatmght b cad thr practca duts n famy, socty, and Stat.Th fn arts, accordng to th Grks, furnshd th propr amusmntsfor ducatd mn ().() _Mic l ( n Liter ry) Intrctin_.Thgh the Greek wr _mic_ () cam in la ims o hav anxndd maning, in h poch of which w a aing, i includdonly music in ou sns, and poy, wo hings which w no hnspaad. Aisophans, as la as B.C. 422, can sill coun upon anaudinc ady o laugh a h ida of giving insucion in asonomyand gomy, as hings oo mo fom human inss (_Clouds_, vv220 sqq.). Th poy consisd chifly of h pics of Hom andHsiod, h lgiacs of Tyus, Solon, Thognis, c., h iambics ofAchilochus, Simonids, c., and h songs of h numous lyiss,Tpand, Aion, Alcus, Alcman, Sappho, Simonids, c. Th music wassimpl, man o "swn" () the wrds ad brig ut theirmeaig. I fact, the music ad the petry were always cmpsedtgether, s that the pet was ecessarily als a musicia. What we call"harmy" was ukw i Greek music at all times, ad istrumetalmusic was almst etirely cfied t sl-playig.I treatig f Atheia, ad, ideed, f all Greek, educati, it is fthe utmst imprtace t realize that the itellectual ad mral part fit has music ad petry fr its startig-pit. This is the cre rudwhich everythig else gathers; this is what determies its character,ifluece, ad ideal. Culture, as distiguished frm ature, is the