classical-scholars

"The [Judaic] Patriarchs are depicted as Arameans as long as they remained in their native lands."

"Scripture makes it clear that unlike the conceptions of Abraham and of Jacob, Isaac was conceived through divine agency. Like the Mycenaean Greek heroes, Isaac could claim paternity at two levels; the human and the divine. ...Normative Judaism has divested itself of this approach to the paternity of heroes, in spite of the tell-tale text in Genesis. Midrash does not hesitate to call Moses half-god and half-man. ...The Church tradition that connects the sacrifice of Isaac with the sacrifice of Christ apparently rests on a sound exegesis, for the sacrifice of Isaac would have meant not only the sacrifice of Abraham's son but of God's."

"The function of reciting (actually chanting—for Scripture and national epic were sung, not read) Pentateuch and Homer at national reunions is the same in both cases. The narrative knits the segments of the nation together telling how they achieved their place in history in the course of a great event (The Exodus or the Trojan War). All of the tribes and their leaders are heroic. The text brings in each tribe by name. ...there must be an honoured place for all."

"The Conquest of Joshua could not have been a primitive assault, because a civilized land like Canaan with well-fortified cities could easily have repulsed an attack that was militarily naïve. ...Spies were sent to search out the land and lay the groundwork."

"Battles ended with sunset or dusk; so heroes, on special occasions when they needed more time, were vouchsafed victory by the stoppage of the sun in Greek as well as Hebrew saga."

"The central problem of the Greek tragedies is why we suffer so at the hands of God. The movement that evoked Greek tragedy in the fifth century B.C. was spread over the East Mediterranean evoking a parallel response in Israel. ...And as in Greek tragedy, Job deals with the problem of why man suffers so at the had of God."

"Aristocrats (among Hebrews and Greeks) often had harems that included women of common or even servile origin, as well as well-born aristocratic ladies. Normally, the successors would be chosen from the sons born by ladies; but on occasion those born by servile or common wives achieved the ascendency. In the latter case, tradition could dwell on the phenomenon as "worthy of saga.""

"The prevailing view is simply that the Judges were inspired, not hereditary leaders. But this misses the point; the Judges were normally from the ruling aristocracy, quite like the kings in Homer. ...The kings did not necessarily inherit rulership from their fathers but sometimes did, like Odysseus from Laertes, or Abimelech from Gideon. ...the kings came from the fighting and landed aristocracy..."

"If archeology had yielded only the Epic of Kret, we would have enough to bridge the gap between the Iliad and Genesis. But... our new sources are so rich that we have only begun... The years ahead bid fair to be the most fruitful in the annals of Classical and Biblical scholarship. Our debt to the Bible and Classics is so great that this type of research will deepen our understanding of our culture and of ourselves."

"Cyrus Gordon is a brilliant linguist and one of the greatest living Semitists. Despite attempts by his enemies to replace it, his pioneering Ugaritic Grammar remains the standard work on the first new Semitic language to be discovered this century. Nevertheless, for the past thirty years he has been on the fringes of academia and most scholars consider him to be a crank. This is partly because his sins or errors are not ones of omission – towards which academia is extremely lenient – but of commission, which are considered irredeemably heinous. Moreover, his attempts to demonstrate the existence of Phoenician or even early Jewish influence on America are so far from conventional wisdom as to make him appear ludicrous. This means that all his original work can be, and has been, brushed aside with contempt."

"Dr. Gordon... contended that Hebrew inscriptions many centuries old had been found at two sites in the southeastern United States. Frank Moore Cross said... that Dr. Gordon was "in many ways a great scholar" but that this belief "simply did not make sense.""

"In 1894 Cyrus Thomas, a Smithsonian Institution archeologist, identified the Bat Creek site as a Cherokee burial ground. That identification has been challenged in the twentieth century by various writers including the irrepressible Cyrus Gordon, professor of Semitic languages. They claim that the Bat Creek inscription is Hebrew and related to the Bar Kochba rebellion that took place during AD 135 in Roman Judea. Gordon attempted to bolster the theory by pointing out that the Bat Creek inscription ties in quite nicely with various finds of Roman and Bar Kochba coins in the Kentucky and Tennessee area. Unfortunately, experts consider these finds to be fakes. Gordon's willingness to consider the possibility that these inscriptions were made by refugees from the defeat of the Jewish Revolt in AD 70 does not help his case because the arguments against it are almost as strong as those against the Bar Kochba rebellion."

"During the 1960's Cyrus Gordon, a respected professor of the Semitic languages and an ardent diffusionist, revived the Paraíba Stone's claims to authenticity. Basically Gordon asserted that the Paraíba inscription contained Phoenician grammatical constructions unknown in 1872. These same constructions were originally used in the 1870's to argue against the stone's authenticity. Subsequent research during the twentieth century, Gordon said, revealed that the anomalous grammatical usages in the Paraíba Stone were genuine. Other equally qualified specialists disagree with his conclusions and continue to declare the Paraíba Stone a hoax. That opinion remains the judgement of archeologists and historians in general."

"Professor Gordon has made himself at home in both the Semitic and Indo-European compartments of philology. This makes it possible for him to do things and to see things that are beyond a single compartment scholar's horizon."

"All education which is in its kind complete and good, is the means of forming character, and of making useful men and women."

"In whatever way you who teach may manage this business, I advise you not to trust too much to the inculcation of creeds and dogmas by words written or spoken."

"I have said nothing about religious teaching as one of the means of forming a good character. ...I, who am not a teacher of religion, do not presume to say how it should be taught, so taught as to be practical. If you merely teach dogmas dogmatically, you are not teaching in the sense in which I understand teaching... and learning... does not consist merely in knowing: it is not learning unless there is some corresponding doing."

"If we want a subject that is nearer, I think botany is the best. I do not mean classification of plants. I mean their structure, growth, propagation, parts, and uses. ...I know no other thing which presents the same facilities in the way of material, and the opportunities of seeing and handling it. I have heard that a great botanist, who lived in our time, used to teach some village children to gather and examine plants."

"The difficulty is to find teachers, particularly in the humble kind of schools, who can explain the elements of astronomy; but if teachers were taught such matters, they could explain them to others, and some of the teachers would be better employed in this way than in learning and teaching other things. ...I believe that many children in the humblest schools will observe and learn as well as those in other schools. When children are younger, we must use other ways of training the eye to observe."

"Could not a boy be taught the elements of astronomy at the sole cost of using his eyes and his brain; taught slowly, certainly, and not wearied with too much at once? Some would learn more than others; but all would learn something. This is real science, real knowledge, which will make a boy wiser, and probably better too. He will learn to observe carefully, and not to be deceived, as we sometimes are, by appearances."

"We cannot work without matter to work on, and we must look round and see what there is. There is a material which will never fail. It is perhaps eternal, at least for us. It costs nothing, and it is everywhere. Raise your eyes on a clear night and look at the magnificent spectacle of the starry heavens... Would it be asking too much to ask masters occasionally to direct their pupils to the observation of the most splendid sight which the sons of men have had before their eyes ever since they have trod the earth?—to point out the position and tell the names of some of the brightest of these wondrous objects; to show the apparent motion of these bodies, to point out the polar star, and to lead by slow and sure steps to the conclusion which the genius of man has drawn from this apparent motion, and other considerations."

"I am not a man of science, and I do not wish to be thought so. If I were, I would rather not have the name. There are men, named men of science, for whom I have great respect; there are many for whom I have no respect."

"Real learning... is a thing in which the learner is not a receiver only of words written or spoken: he must be a doer."

"We must do something to lead boys to look at the wonderful objects by which we are surrounded, and to examine them carefully. I don't think that lectures are of much use. They will now and then amuse, and may teach boys a little; and if the lectures are followed by examinations, they will teach more."

"What must we do with these sciences in schools—I mean the elementary part of them? for... the amount which we can teach in a school to the ordinary kind of boys, that is the very great majority, is not much."

"If anything is well taught—I will take Latin for example—a boy is easily led to see, indeed he cannot help seeing, certain resemblances in words. The first part of words may differ from one another, but the tails or endings may be the same; and a boy easily learns to observe these like endings and to see also that they add to or qualify the meaning of the words to which they are attached. This fact appears in our own language, and the observation of likeness and unlikeness of this kind may be taught in the humblest schools. It is a very potent method of forming boys to observe, to distinguish and to classify."

"Some distinguished philosophers think that boys' eyes should be taught or trained to the examination of objects: in other words, that boys should be taught to observe things and to see likeness and difference. It is done to some extent by all boys: their games teach them something, and they know a cake from an apple. But the power of careful, patient looking at a thing is not fully acquired without some pains on the part of a teacher. When a boy reads aloud, he must look carefully at the words and letters, or he will blunder. This is an instance of observation. But the philosophers mean, I believe, that we should introduce certain things called sciences into school teaching."

"By drawing an object the children will also learn a fundamental doctrine of philosophy; but I don't recommend letting them know what the doctrine is. They will discover it some time. We do not draw objects as they are: we draw them as they seem to be. To the eye things are what they seem to be, but they are in reality, if you know what that means, something else."

"Those are useful games which exercise the hand and the eye at the same time, and thus do part of the business which the schoolmaster is too ignorant or too learned to do. Games are also played according to certain rules, and thus unruly boys are taught to respect order and discipline even in their play. I hope I shall be excused if I say that boys' play is sometimes the best thing that they do at school. But let there be reasonable limits to it. Moderation in all things is the golden precept; let there be excess in nothing, not even in book learning."

"This power of attention is that which perhaps more than any thing else distinguishes those who do great things from those who can do nothing well."

"The power of attending to what is spoken, or in other words the power of listening, is one of the most useful habits that we can acquire; it keeps the mind active, and we can thus learn not only by hearing, but by reading and reflection, by fixing our minds steadily on the matter which we wish to master. It is... in a great degree, the sure means of success in all that we undertake; and if the power is not acquired early in life, great labour will be necessary to acquire it afterwards."

"A man who attempts to debate when he cannot listen must make a wretched display of impotence."

"The inability to listen and to attend is of course a mental defect; but habit may make the defect so great, that a man's ears may almost lose the faculty of hearing what another man says, and he may be able to hear only the sweet sound of his own voice. Such incapable people are generally great talkers, very tiresome, and bad companions. They cannot be debaters in public assemblies, and can only deliver themselves of their own words."

"A few have a great power of listening and attending, but they are only few, and this power gives them a superiority over those who cannot attend."

"Every man who observes, must have seen what bad listeners most people are. Inability to attend carefully to what is spoken is a great defect, which leads to blunders, misrepresentation, and sometimes to quarrels."

"Prometheus... found the human race in a pitiable condition. They saw, he says, but they really saw not: they heard, but they understood not: they were like the phantoms of our dreams, and their labour was useless and unprofitable."

"The last reflection of the Stoic philosophy that I have observed is in Simplicius' "Commentary on the Enchiridion of Epictetus." Simplicius was not a Christian, and such a man was not likely to be converted at a time when Christianity was grossly corrupted. But he was a really religious man, and he concludes his commentary with a prayer to the Deity which no Christian could improve."

"I could have made the language [in the translation of Meditations] more easy and flowing, but I have preferred a ruder style as being better suited to express the character of the original."

"He did not make the rule against the Christians, for Trajan did that; and if we admit that he would have been willing to let the Christians alone, we cannot affirm that it was in his power, for it would be a great mistake to suppose that Antoninus had the unlimited authority, which some modern sovereigns have had. His power was limited by certain constitutional forms, by the senate, and by the precedents of his predecessors. We cannot admit that such a man was an active prosecutor, for there is no evidence that he was, though it is certain that he had no good opinion of the Christians, as appears from his own words. But he knew nothing of them except their hostility to the Roman religion, and probably thought they were dangerous to the state."

"Our extant ecclesiastical histories are manifestly falsified, and what truth they contain is grossly exaggerated; but the fact is certain that in the time of M. Antoninus the heathen populations were in open hostility to the Christians, and that under Antoninus' rule men were put to death because they were Christians."

"Besides the fact of the Christians rejecting all the heathen ceremonies, we must not forget that they plainly maintained that all the heathen religions were false. The Christians thus declared war against the heathen rites, and it is hardly necessary to observe that this was a declaration of hostility against the Roman government, which tolerated all the various forms of superstition that existed in the empire, and could not consistently tolerate another religion, which declared that all the rest were false and all the splendid ceremonies of the empire only a worship of devils."

"A prudent governor will not roughly oppose even the superstitions of his people, and though he may wish they were wiser, he will know that he cannot make them so by offending their prejudices."

"He [Marcus Aurelius]... plainly distinguishes between Matter, Material things, and Cause, Origin, Reason. This is conformable to Zeno's doctrine that there are two original principles of all things, that which acts and that which is acted upon. That which is acted on is the formless matter: that which acts is the reason, God, who is eternal and operates through all matter, and produces all things."

"This is his [Marcus Aurelius Antoninus'] conclusion (II. 17): "What then is that which is able to conduct a man? One thing and only one, Philosophy. But this consists in keeping the divinity within a man free from violence and unharmed, superior to pains and pleasures, doing nothing without a purpose nor yet falsely and with hypocrisy, not feeling the need of another man's doing or not doing anything; and besides, accepting all that happens and all that is allotted, as coming from thence, wherever it is, from whence he himself came; and, finally, waiting for death with a cheerful mind as being nothing else than a dissolution of the elements of which every living being is compounded. But if there is no harm to the elements themselves in each continually changing into another, why should a man have any apprehension about the change and dissolution of all the elements [himself]? for it is according to nature; and nothing is evil that is according to nature.""

"He [Marcus Aurelius] constantly recurs to his fundamental principle that the universe is wisely ordered, that every man is a part of it and must conform to that order which he cannot change, that whatever the Deity has done is good, that all mankind are a man's brethren, that he must love and cherish them and try to make them better, even those who would do him harm."

"He [Marcus Aurelius] has doubts perhaps sometimes even about that to which he holds most firmly. There are only a few passages of this kind, but they are evidence of the struggles which even the noblest of the sons of men had to maintain against the hard realities of his daily life."

"The emperor says that life is smoke, a vapour, and St. James in his Epistle is of the same mind; that the world is full of envious, jealous, malignant people, and a man might be well content to get out of it."

"Epictetus wanted little, and it seems that he always had the little that he wanted, and he was content with it, as he had been with his servile station. But Antoninus after his accession to the empire sat on an uneasy seat. … what must be the trials, the troubles, the anxiety, and the sorrows of him who has the world's business on his hands with the wish to do the best that he can, and the certain knowledge that he can do very little of the good which he wishes."

"The emperor Antoninus was a practical moralist. From his youth he followed a laborious discipline, and though his high station placed him above all want or the fear of it, he lived as frugally and temperately as the poorest philosopher."

"Fine thoughts and moral dissertations from men who have not worked and suffered may be read, but they will be forgotten. No religion, no Ethical philosophy is worth anything, if the teacher has not lived the "life of an apostle," and been ready to die "the death of a martyr." "Not in passivity [the passive affects], but in activity, lie the evil and the good of the rational social animal, just as his virtue and his vice lie not in passivity, but in activity" (IX. 16)."