Classical Scholars

"A man who leads a life of tranquillity and reflection, who is not disturbed at home and meddles not with the affairs of the world, may keep his mind at ease and his thoughts in one even course. But such a man has not been tried. All his Ethical philosophy and his passive virtue might turn out to be idle words, if he were once exposed to the rude realities of human existence."

"Besides the want of arrangement in the original [work of Marcus Aurelius] and of connection among the numerous paragraphs, the corruption of the text, the obscurity of the language and the style, and sometimes perhaps the confusion in the writer's own ideas - besides all this there is occasionally an apparent contradiction in the emperor's thoughts, as if his principles were sometimes unsettled, as if doubt sometimes clouded his mind."

"He [Marcus Aurelius Antoninus] advises us to examine well all the impressions on our minds and to form a right judgment of them, to make just conclusions, and to inquire into the meanings of words, and so far to apply Dialectic, but he has no attempt at any exposition of Dialectic, and his philosophy is in substance purely moral and practical. ...an examination implies a use of Dialectic, which Antoninus accordingly employed as a means towards establishing his Physical, Theological, and Ethical principles."

"Antoninus does not treat of Politic. His subject is Ethic, and Ethic in its practical application to his own conduct in life as a man and as a governor. His Ethic is founded on his doctrines about man's nature, the Universal Nature, and the relation of every man to everything else. It is therefore intimately and inseparably connected with Physic or the Nature of Things and with Theology or the Nature of the Deity."

"Cleanthes also connects Ethic and Politic, or the study of the principles of morals and the study of the constitution of civil society."

"According to the subdivision of Cleanthes, Physic and Theology go together, or the study of the nature of Things, and the study of the nature of the Deity, so far as man can understand the Deity, and of his government of the universe. This division or subdivision is not formally adopted by Antoninus, for... there is no method in his book; but it is virtually contained in it."

"Even among the earliest Stoics, Logic or Dialectic does not occupy the same place as in Plato: it is considered only as an instrument which is to be used for the other divisions of Philosophy."

"Cleanthes, a Stoic, subdivided the three divisions, and made six: Dialectic and Rhetoric, comprised in Logic; Ethic and Politic; Physic and Theology. This division was merely for practical use, for all Philosophy is one."

"The Stoics made three divisions of philosophy, Physic, Ethic, and Logic. ...It appears, however, that this division was made before Zeno's time and acknowledged by Plato. ...Logic is not synonymous with our term Logic in the narrower sense of that word."

"Epictetus addressed himself to his hearers in a continuous discourse and in a familiar and simple manner. Antoninus wrote down his reflections for his own use only, in short unconnected paragraphs, which are often obscure."

"The doctrines of Epictetus and Antoninus are the same, and Epictetus is the best authority for the explanation of the philosophical language of Antoninus and the exposition of his opinions."

"In the wretched times from the death of Augustus to the murder of Domitian, there was nothing but the Stoic philosophy which could console and support the followers of the old religion under imperial tyranny and amidst universal corruption."

"We have, all of us, with a few unlucky exceptions, for which special schools are required, hands, eyes, and ears; and all these members should be trained and practiced in elementary education, as a means of improving the use of these organs, and so improving the great organ which directs and oversees the work of hands, eyes, and ears, and judges of its own work and its own acts."

"I think it is a truth, and an important truth, that the fundamentals of all school teaching ought to be the same."

"When I look at the number of things which a boy must now learn, or is encouraged to learn, and when I look at the questions in the examination papers, I am quite content that I was brought up in other days; and that if I did not learn much and was taught next to nothing, I have kept to old age the sense, whatever it may be, which came with me into the world."

"The preparation for these examinations is a forcing system, a straining of the memory, a loading of the head with more than it can hold, and much more than it can understand, followed, as in bodily excesses, by disorder of function, addling of the brain, and the stoppage of healthy mental growth. The weak, who work hard to obtain their object, are damaged; the strong may suffer little or nothing, but they do not gain much. Those do best who do not trouble themselves about the matter, but do as well as they can and care not about success or failure."

"It is almost useless to warn against this multiplicity of subjects which now distract boys and perplex teachers. The experiment of teaching a little of all things must be tried: it is demanded by opinion, founded on small or no reflection, it is required by competition for prizes, distinctions, and places; and it is encouraged by examinations and the questions proposed, which direct in a manner the course of education."

"The amount of our school learning can never be very great, and the value of it is allowed by all good judges to be in the discipline by which we learn, in the strengthening of the mental powers, and in the formation of character. He who learns even one thing well acquires a measure by which he may estimate himself and others: he knows what he does know, and he knows that he does not know that which he does not know. He is not deceived about himself, nor does he attempt to deceive others, nor is he likely to be deceived by others. He has attained the one sure element out of which improvement will come. All the knowledge, which we attempt to acquire and which we do really acquire, is the foundation of our character and the safe foundation on which must rest all that we shall learn afterwards and all that we shall do."

"It is an undoubted truth that, if a thing is not learned well, there is more harm done than good acquired."

"The deplorable condition of many of our people on whom much money has been spent is mainly owing to their wretched education, during which they have tasted of many things, but have relished nothing, learned nothing well, and have been turned out with the unhappy conceit in their heads that they have been educated, because they think that they have learned something."

"I am daily more amazed at the ignorance of grown-up men and women, called gentlemen and gentlewomen, who, with so many means at their command, are little better than Hottentots in disguise. ...These people may read a newspaper, which is the best thing that they do read... But the chief reading of these silly people is stories, tales, novels, and works of some kind of fiction, and not even the best works of the kind. They are very much in the state of those who commit excess in strong drink."

"Out of... average boys, if they are well brought up, come some of the most useful men to society, and sometimes great men; for the apparent dulness or slowness of some boys is only apparent: they do not apprehend quickly, because they see difficulties which sharper boys do not see, but when they emerge from the hide-bound state, they go on at a great rate, soberly and steadily. These boys become the men whom we trust... with weighty matters."

"I have heard it maintained that it is always the teacher's fault if a boy does not learn, even a stupid and idle boy; but I leave the decision of this matter to the "communis sensus," the common intelligence of mankind."

"Great abilities are rare, and they are often accompanied by qualities which make the abilities useless to him who has them, and even injurious to society."

"The chief business of education... is to attempt to form good habits in children, to improve the understanding, and to check the formation of bad habits."

"A man's greatness lies not in wealth and station, as the vulgar believe, not yet in his intellectual capacity, which is often associated with the meanest moral character, the most abject servility to those in high places and arrogance to the poor and lowly; but a man's true greatness lies in the consciousness of an honest purpose in life, founded on a just estimate of himself and everything else, on frequent self-examination, and a steady obedience to the rule which he knows to be right, without troubling himself, as the emperor [Marcus Aurelius] says he should not, about what others may think or say, or whether they do or do not do that which he thinks and says and does."

"Epictetus and Antoninus have had readers ever since they were first printed. The little book of Antoninus has been the companion of some great men."

"From the time of Zeno to Simplicius, a period of about nine hundred years, the Stoic philosophy formed the characters of some of the best and greatest men. Finally it became extinct, and we hear no more of it til the revival of letters in Italy."

"It is indeed a striking proof of the essential soundness of the tradition that with which all these thousands of copies, tracing their ancestry back to so many different parts of the earth and to conditions of such diverse kinds, the variations of text are so entirely questions of detail, not of essential substance."

"The Gospels were not thought of as works of literature. People were not concerned with the literary reputation of Matthew or Mark, but with the substance of their records of our Lord's life. They did not have to respect their actual words, as they would if they were transcribing the works of Thucydides or Plato."

"The apostles were scattered, and even the leaders of the Church in Jerusalem had neither the power nor the means to impose uniformity. In these circumstances, we must imagine the literature of Christianity as spreading gradually, irregularly, and in a manner which variations inevitable."

"The New Testament was not produced as a single work issued by an authoritative Church for the instruction of its members. The four Gospels were composed in different times and places over perhaps a third of a century, and for a time circulated separately among a number of other narratives of our Lord's life (of which the newly discovered fragment of an unknown gospel may have been one)."

"The publication of the Revised New Testament by the two University Presses on May 17, 1881, was the most sensational in the annals of publishing."

"No serious student of the Bible in English can neglect the Revised Version without loss."

"The Bible has a human history as well as a divine inspiration. It is a history full of interest, and it is one which all those who value their Bible should know, at least in outline, if only that they may be able to meet the criticisms of sceptics and the ignorant."

"Seldom can two such epoch-making events have occurred in successive years as happened then. In 1453 the Turks stormed Constantinople and finally destroyed the Greek Empire, driving out Greek scholars, who carried the knowledge of Greek language and literature to the western world; and in 1454 the first document known to us appeared from the printing press at Mainz."

"All we can say is that, as the result of a process which went on from the fourth century to about the eighth, a standard type of text was produced, which is found in the vast majority of the manuscripts that have come down to us. At least ninety-six per cent of the extant manuscripts of the Greek New Testament are later than the eighth century; and of those only a handful preserve traces of the other types of text which were in existence before the adoption of the standard text, and out of which it was created."

"It is from the graves and ruins and rubbish-heaps of Egypt that writings have been restored to us in great numbers."

"The history of the Bible text is a romance of literature, though it is a romance of which the consequences are of vital import; and thanks to the succession of discoveries which have been made of late years, we know more about it than of the history of any other ancient book in the world."

"It is a fascinating story to those who care for their Bible. It is the life-history of the greatest of books, diversified by interesting episodes which appeal to our human sympathies; and we venture to think that the result is reassuring. It may be disturbing to some to part with the conception of a Bible handed down through the ages without alteration and in unchallenged authority; but it is a higher ideal to face the facts, to apply the best powers with which God has endowed us to the solutions of the problems which they present to us; and it reassuring at the end to find that the general result of all these discoveries and all this study is to strengthen the proof of the authenticity of the Scripture, and our conviction that we have in our hands, in substantial integrity, the veritable Word of God."

"The aim of the scholarly editor is not to produce the the easiest text for the reader, but to get as near as he can to the text of the author."

"Throughout, the work of Tyndale formed the foundation, and more than anyone else he established the rhythms and furnished much of the language which is familiar to us in the Authorised Version."

"Si jeunesse savoit; si viellesse pouvoit."

"What our story, however, has demonstrated is the astonishingly checkered, not to say hazardous, career of a reading device which we in the West now take so much for granted. Historians have acclaimed the "triumph of the alphabet," but the triumph was often compromised, sometimes bitterly contested, and to this day is only half won."

"Could it be argued that if the Chinese revolution seems to be a response to the needs of rural society, whereas the Russian is an urbanized phenomenon, this difference corresponds to that which exists between the users of two different forms of written communication, the one archaic, the other alphabetic?"

"Speech is an acoustic reality, writing a visual one. Performance of the former has been perfected through a million years of natural selection in the evolutionary process. The latter is a trick which we began to learn only yesterday (in terms of evolutionary time). To "hear" language (and to "say" it) is programmed in our genes; to "see" it (and "read" it) is not."

"Over the years, I have become convinced that Hellenism as a culture represents not a static condition of uniform sublimity mysteriously achieved and maintained as an effect of some racial advantage. Rather it should be understood as an evolving process, governed by a dynamic of change, as both language and thought underwent transformational alteration caused by a transition from orality to literacy. The instrument of change is discerned to be the invention of the Greek alphabet, at a quite late stage in the history of developing cultures."

"A scholar like myself who is not a Sinologist and yet ventures the proposition that Chinese languages should be rewritten in the Greek alphabet (or "Romanized", to use the current term) is treading on uncharted territory (for him) and does so at his peril."

"I went to Frankfort and got drunk With that most learn'd Professor Brunck: I went to Wortz and got more drunken With that more learn'd Professor Ruhnken."

"To a gentleman, who, at the close of a fierce dispute with Porson, exclaimed, "My opinion of you is most contemptible, Sir"; he retorted, "I never knew an opinion of yours that was not contemptible.""