| a Library of The Theological Seminary PRINCETON - NEW JERSEY CSD: = FROM THE LIBRARY OF ROBERT ELLIOTT SPEER BR 128 .G8 .H37 1897 Hatch, Edwin, 1835-1889. The influence of Greek ideas and usages upon the " \ ΤΣ (578 THE HIBBERT LECTURES, 1888. Tue Hibbert Trustees cannot add this volume to their series without a few lines of grateful acknowledgment. It is impossible to forget either the courteous readiness with which the accomplished author undertook the task originally, or the admirable qualities he brought to it. When he died without completing the MS. for the press, the anxiety of the Trustees was at once relieved by the kind effort of his family to obtain adequate assistance. The public will learn from the Preface how much had to be done, and will join the Trustees in grateful apprecia- tion of the services of the gentlemen who responded to the occasion. That Dr. Hatch’s friend, Dr. Fairbairn, consented to edit the volume, with the valuable aid of Mr. Bartlet and Professor Sanday, was an ample pledge that the want would be most efficiently met. To those gentlemen the Trustees are greatly indebted for the learned and earnest care with which the laborious revision was made, AUG S1 1959 S88, S ΣΟ ΟΝ πὴ» THE AIBBERT LECTUR INFLUENCE OF GREEK IDEAS AND USAGES UPON THE CHRISTIAN CHURCH. BY THE LATE EDWIN HATCH, DD. READER IN ECCLESIASTICAL HISTORY IN THE UNIVERSITY OF OXFORD. EDITED BY A. M. FAIRBAIRN, D.D. PRINCIPAL OF MANSFIELD COLLEGE, OXFORD. SIXTH EDITION. WILLIAMS AND NORGATE, 14, HENRIETTA STREET, COVENT GARDEN, LONDON; 20, SOUTH FREDERICK STREET, EDINBURGH ; AND 7, BROAD STREET, OXFORD. 1897. (All Rights reserved] LONDON? PRINTED BY C. GREEN AND SON, 178, sTRAND, PREFACE. Tue fittest introduction to these Lectures will be a few words of explanation. Before his death, Dr. Hatch had written out and sent to press the first eight Lectures. Of these he had cor- rected six, while the proofs of the seventh and eighth, with some corrections in his own hand, were found among his papers. As regards these two, the duties of the editor were simple: he had only to correct them for the press. But as regards the remaining four Lectures, the work was much more arduous and responsible. A continuous MS., or even a connected outline of any one of the Lectures, could not be said to exist. The Lectures had indeed been delivered a year and a half before, but the delivery had been as it were of selected passages, with the connections orally supplied, while the Lecturer did not always follow the order of his notes, or, as we know from the Lectures he himself prepared for the press, the one into which he meant to work his finished material. What came into the editor’s hands was a series of note- vi PREFACE. books, which seemed at first sight but an amorphous mass or collection of hurried and disconnected jottings, now in ink, now in pencil; with a multitude of cross references made by symbols and abbreviations whose very significance had to be laboriously learned; with abrupt beginnings and still more abrupt endings; with pages crowded with successive strata, as it were, of reflections and references, followed by pages almost or entirely blank, speaking of sections or fields meant to be further explored; with an equal multitude of erasures, now complete, now incom- plete, now cancelled; with passages marked as trans- posed or as to be transposed, or with a sign of interroga- tion which indicated, now a suspicion as to the validity or accuracy of a statement, now a simple suspense of judgment, now a doubt as to position or relevance, now a simple query as of one asking, Have I not said this, or . something like this, before? In a word, what we had were the note-books of the scholar and the literary work- man, well ordered, perhaps, as a garden to him who made it and had the clue to it, but at once a wilderness and a labyrinth to him who had no hand in its making, and who had to discover the way through it and out of it by research and experiment. But patient, and, I will add, loving and sympathetic work, rewarded the editor and his kind helpers. The clue was found, the work proved more connected and continuous than under the PREFACE. Vii conditions could have been thought to be possible, and the result is now presented to the world. A considerable proportion of the material for the ninth Lecture had been carefully elaborated; but some of it, and the whole of the material for the other three, was in the state just described. This of course added even more to the responsibilities than to the labours of the editor. In the body of the Lectures most scrupulous care has been taken to preserve the author’s zpsissima verba, and, wherever possible, the structure and form of his sen- tences. But from the very necessities of the case, the hand had now and then to be allowed a little more free- dom; connecting words, headings, and even here and there a transitional sentence or explanatory clause, had to be added; but in no single instance has a word, phrase or sentence been inserted in the text without warrant from some one part or another of these crowded note-books. With the foot-notes it has been different. One of our earliest and most serious difficulties was to find whence many of the quotations, especially in the ninth Lecture, came. The author’s name was given, but often no clue to the book or chapter. We have been, I think, in every case successful in tracing the quotation to its source. Another difficulty was to connect the various references with the paragraph, sentence or state- ment, each was meant to prove. This involved a new Vili PREFACE. labour; the sources had to be consulted alike for the purposes of verification and determination of relevance and place. The references, too, in the note-books were often of the briefest, given, as it were, in algebraics, and they had frequently to be expanded and corrected ; while the search into the originals led now to the making of excerpts, and now to the discovery of new authorities which it seemed a pity not to use. As a result, the notes to Lecture IX. are mainly the author’s, though all as verified by other hands; but the notes to Lecture X., and in part also XI., are largely the editor’s. This is stated in order that all responsibility for errors and inaccuracies may be laid at the proper door. It seemed to the editor that, while he could do little to make the text what the author would have made it if it had been by his own hand prepared for the press, he was bound, in the region where the state of the MSS. made a discreet use of freedom not only possible but compulsory, to make the book as little unworthy of the scholarship and scrupulous accuracy of the author as it was in his power to do. The pleasant duty remains of thanking two friends who have greatly lightened my labours. The first is Vernon Bartlet, M.A.; the second, Professor Sanday. Mr. Bartlet’s part has been the heaviest; without him the work could never have been done. He laboured at PREFACE. ix the MSS. till the broken sentences became whole, and the disconnected paragraphs wove themselves together ; and then he transcribed the black and bewildering pages into clear and legible copy for the printer. He had heard the Lectures, and had happily taken a few notes, which, supplemented from other sources, proved most helpful, especially in the way of determining the order to be followed. He has indeed been in every way a most unwearied and diligent co-worker. To him we also owe the Synopsis of Contents and the Index. Professor Sanday has kindly read over all the Lectures that have passed under the hands of the editor, and has furnished him with most helpful criticisms, suggestions, and emen- dations. The work is sent out with a sad gratitude. I am grateful that it has been possible so far to fulfil the author’s design, but sad because he no longer lives to serve the cause he loved so well. This is not the place to say a word either in criticism or in praise of him or his work. Those of us who knew him know how little a book like this expresses his whole mind, or represents all that in this field he had it in him to do. The book is an admirable illustration of his method ; in order to be judged aright, it ought to be judged within the limits he himself has drawn. It is a study in historical development, an analysis of some of the x PREFACE. formal factors that conditioned a given process and de- termined a given result; but it deals throughout solely with these formal factors and the historical conditions under which they operated. He never intended to dis- cover or discuss the transcendental causes of the process on the one hand, or to pronounce on the value or validity of the result on the other. His purpose, like his method, was scientific; and as an attempt at the scientific treatment of the growth and formulation of ideas, of the evolution and establishment of usages within the Christian Church, it ought to be studied and criticised. Behind and be- neath his analytical method was a constructive intellect, and beyond his conclusions was a positive and co-ordi- nating conception of the largest and noblest order. To his mind every species of mechanical Deism was alien ; and if his method bears hardly upon the traditions and assumptions by which such a Deism still lives in the region of early ecclesiastical history, it was only that he might prepare the way for the coming of a faith and a society that should be worthier of the Master he loved and the Church he served. A. M. FarrBairn. OxrorpD, July, 1890, SYNOPSIS OF CONTENTS. Lecture I. INTRODUCTORY. The Problem : PAGE How the Church passed from the Sermon on the Mount to the Nicene Creed; the change in spirit coincident with a change in soil δεν ae ΤΕ Beis mr aaa) te The need of caution : two preliminary considerations δὸς 2 1. A religion relative to the whole mental attitude of an age: hence need to estimate the general attitude of the Greek mind during the first three centuries a.D. oe cue Dr Ome 2. Every permanent change in religious belief and usage rooted in historical conditions: roots of the Gospel in Judaism, but of fourth century Christianity—the key to historical—in Hellenism ... aoe m me .45 Ὁ The Method : Evidence as to process of change scanty, but ample and representative as to ante-Nicene Greek thought and post-Nicene Christian thought. Respects in which evi- dence defective [αι iS ae ἐπε ... ὅπ-ὶ0 Two resulting tendencies: 1. To overrate the value of the surviving evidence. 2. To under-estimate opinions no longer accessible or known only through opponents Shs τὰν ais ee 10 Hence method, the correlation of antecedents and consequents 11—13 Antecedents : sketch of the phenomena of Hellenism ... 13, 14 Consequents: changes in original Christian ideas and usages 14 xil SYNOPSIS OF CONTENTS. PAGE Attitude of mind required ae ΣῈ ae aoe oes 15 1. Demand upon attention and imagination ae eg 10,10 2. Personal prepossessions to be allowed for... as i i el Fo 3. Need to observe under-currents, e.g. (a) The dualistic τορος εν its bearing on se and exorcism... ; ve Pere Be (Ὁ) The nature of religion, e.g. its Stan to conscience 21 History as a scientific study: the true apologia in religion 21—24 Lecture II. GREEK EDUCATION, The first step a study of environment, particularly as literary. The contemporary Greek world an educated world in a special literary sense... Es Si he ae τς 25—27 I. Its forms varied, but all ΩΣ Α Grammar ΕΣ οἶδα : ean eee 28—30 Rhetoric Ets ὅδ ae 30—32 A “‘lecture-room” PRE τὴ ote eee 32—35 II. Its influence shown by : 1. Direct literary evidence ... ant eee 35—37 2. Recognized and lucrative position of the teaching profession ae ies re oer 37—40 3. Social position of its professors ... οἷς: 40---42 4, Its persistent survival up to to-day in general education, in special terms and usages ... 42—48 Into such an artificial habit of mind Christianity came ... 48, 49 Lecture III. GREEK AND CHRISTIAN EXEGESIS. To the Greek the mystery of writing, the reverence for antiquity, the belief in inspiration, gave the ancient poets a unique value ... “a 4 οὖν dies ‘ie 50, 51 SYNOPSIS OF CONTENTS. xiii PAGE Homer, his place in moral education ; used by the Sophists Σ ethics, physics, metaphysics, ὅθ. .... oe de 52—57 Apologies for this use culminate in allegory, especially among the Stoics a = ae Se 57—64 The Allegoric temper widespread, particularly in things religious. Adopted by Hellenistic Jews, ree at Alexandria ; Pinlow.. oe oe wh 65—69 Continued by early Christian exegesis in varied schools, chiefly as regards the Prophets, in harmony with Greek thought, and as a main line of apologetic ἊΣ 69—74 Application to the New Testament writings ἢ the Gnostics and the Alexandrines ee a) . 75, 76 Its aid as solution of the Old ΕΝΕῊΝ cesta ΤΠ in Origen ane Sas ae καὶ sale τὰ 71---19 Reactions both Hellenic and Christian: viz. in 1. The Apologists’ polemic against Greek mythology ... 79, 80 2. The Philosophers’ polemic against Christianity τις 80 3. Certain Christian Schools, especially the Antiochene 81], 82 Here hampered by dogmatic complications... oes A 82 Use and abuse of allegory—the poetry of life ... coe ... 82, 83 Alien to certain drifts of the modern spirit, viz. 1. Historic handling of literature ... ve se oo 84 2. Recognition of the living voice of God age ... 84, 85 Lecture IV. GREEK AND CHRISTIAN RHETORIC. The period one of widely diffused literary culture. The Rhetorical Schools, old and new... ae 86—88 Sophistic largely pursued the old lines of Rhetoric, but also philosophized and preached professionally ... ἘΠ 88—94 Its manner of discourse; its rewards .... ue 94—99 Objections of earnest men; reaction led by Stoics like Epic- tetus ... Loe ae εἰς oot $3: ai 99—105 xiv SYNOPSIS OF CONTENTS. PAGE Significance for Christianity ... ak ot oe oes) ΠΙΘΕΘ Ὁ Primitive Christian “ prophesying” w. later “ preaching.” Preaching of composite origin: its essence and form, e.g. in fourth century, a.D.: preachers sometimes itinerant 105—113 Summary and conclusions ee “τῷ ΕΞ soe 1138—115 Lecture V. CHRISTIANITY AND GREEK PHILOSOPHY. Abstract ideas among the Greeks, who were hardly aware of the different degrees of precision possible in mathematies and philosophy ... apie δι as ae ads 116—118 Tendency to define strong with them, apart from any criterion ; hence dogmas oh ΑΝ τὰς 118—120 Dogmatism, amid decay of originality: reaction towards doubt; yet Dogmatism regnant ie τὸν Se so 120—123 “ Palestinian Philosophy,” a complete contrast ἘΠ 128, 124 Fusion of these in the Old Catholic Church achieved through an underlying kinship of ideas τὸς eae ome 125, 126 Explanations of this from both sides aoe oe 126—128 Philosophical Judaism as a bridge, e.g., in allegorism and cosmology aad ; = te ὍΣ 128, 129 Christian philosophy partly ΤῊΣ ὡς partly speculative. Alarm of Conservatives: the second century one of tran- sition and conflict cae τὰς εν ἐδὲ 130—133 The issue, compromise, and a certain habit of mind ... 133, 134 Summary answer to the main question oes eee Pe 1: The Greek mind seen in: 1. The tendency to define co “és cos picnic 2. The tendency to speculate... εἶς seu ide 86 3. The point of emphasis, i.e. ἐν οὐ να $6 pail 157 Further development in the West. But Greece the source of the true damnosa hereditas ... ae be on 137, 138 SYNOPSIS OF CONTENTS. ΧΥ͂ Lecture VI. GREEK AND CHRISTIAN ETHICS. PAGE The average morality of the age: its moral philosophy 139, 140 An age of moral reformation... oa 140—142 1. Relation of ethics to shilosbihy old life See ww. 142 Revived practical bent of Stoicism ; Epictetus 143—147 A moral gymnastic cultivated . dee cod LA (1) Askesis (ἄσκησις): Philo, Epictetus, Dio Chrysostom ΕΣ 148—150 (2) The “ philosopher” or ioral fefornier ide 150—152 2. The contents of ethical teaching, marked by a religious reference. Epictetus’ two maxims, “ Follow Nature,” “Follow God” ΒΒ ae aes Ἢ 152—155 Christian ethics show agreement amid difference ; based upon the Divine command ; idea of sin: agreement most empha- sized at first, ie. the importance of conduct ἢ 158, 159 1. Tone of earliest Christian writings: the ““Two Ways :” Apostolical Constitutions, Bk. 1. ... ne 159—162 2. Place of discipline in Christian life: Puritan ideal v. later corpus permixtum Σ ame τον 162—164 Further developments due to Greece : 1. A Church within the Church: askesis, Monas- ticism ... ate ἘΣ "Εἰ nen mae 164—168 2. Resulting deterioration of average ethics: Ambrose of Milan soz Hens aft “οι ee 168, 169 Complete victory of Greek ethics seen in the basis of modern society » a ' a Me Ὶ ᾿ ἐκ} ν > ἢ fut cee HOE gure - ἐὰν ΠΤ ΚΗ ἀν ἔν Ϊ 1 itt i εὐ δὴ π᾿ ἐπὶ μον Ove ee vere ak οὐ a5 ἂν Ἄ ΠΗ iy τ ὌΝ ERY 9: ἡ MP 9 tans, δὶ ae a δ £s ν᾽ is “ 4 ‘ © Pe τω a ἣ» "τ IRR Wee SE ΠΕΣ tall theo bat: ἡ αὐ δε σΥ Ὁ ΤΣ ‘ > ὶ ve a , he es 3 ¥} Ἂ ἵ nt divaces ἔν f old ccroods sda τι si er τ ΓΟ a vee δ " + fi; . ty ‘Peeeal πα" on ὃ vi “41 ὃ sa πὰς "δὲ δ) ay? »*? ΠῚ ft wee of a the ᾿ aay avi iar το tt ᾿ ΠῚ ὐῷῳ .. ae ve gee ~ ete τὰ Σ © ms τ ΄ ῃ Pe hantiatty νὴ sterorel ori ἔπη οἷν “ἢ διχῇ wi la eee ate i ΧΩ LIE Ou ene -—~- 4 av Ἢ ime a " 808 δ Με | | 7 " bh ᾽ ᾿ ' ar Ἢ ‘ Ae 4 ἡἢ: Lecrure I. TN ERO ClO iY. Iv is impossible for any one, wl.ether he be a student of history or no, to fail to notice a difference of both form and content between the Sermon on the Mount and the Nicene Creed. The Sermon on the Mount is the promulgation of a new law of conduct; it assumes beliefs rather than formulates them; the theological conceptions which underlie it belong to the ethical rather than the speculative side of theology; metaphysics are wholly absent. The Nicene Creed is a statement partly of his- torical facts and partly of dogmatic inferences; the meta- physical terms which it contains would probably have been unintelligible to the first disciples; ethics have no place in it. The one belongs to a world of Syrian peasants, the other to a world of Greek philosophers. The contrast is patent. If any one thinks that it is sufficiently explained by saying that the one is a sermon and the other a creed, it must be pointed out in reply that the question why an ethical sermon stood in the forefront of the teaching of Jesus Christ, and a meta- physical creed in the forefront of the Christianity of the fourth century, is a problem which claims investigation. It claims investigation, but it has not yet been inves- B 2 I. INTRODUCTORY. tigated. There have been inquiries, which in some cases have arrived at positive results, as to the causes of par- ticular changes or developments in Christianity—the development, for example, of the doctrine of the Trinity, or of the theory of a Catholic Church. But the main question to which I invite your attention is antecedent to all such inquiries. It asks, not how did the Christian societies come to believe one proposition rather than another, but how did they come to the frame of mind which attached importance to either the one or the other, and made the assent to the one rather than the other a condition of membership. In investigating this problem, the first point that is obvious to an inquirer is, that the change in the centre of gravity from conduct to belief is coincident with the transference of Christianity from a Semitic to a Greek soil. The presumption is that it was the result of Greek influence. It will appear from the Lectures which follow that this presumption is true. Their general subject is, consequently, The Influence of Greece upon Christianity. The difficulty, the interest, and the importance of the subject make it incumbent upon us to approach it with caution. It is necessary to bear many points in mind as we enter upon it; and I will begin by asking your attention to two considerations, which, being true of all analogous phenomena of religious development and change, may be presumed to be true of the particular phenomena before us. 1. The first is, that the religion of a given race at a given time is relative to the whole mental attitude of I. INTRODUCTORY. 3 that time. It is impossible to separate the religious phenomena from the other phenomena, in the same way that you can separate a vein of silver from the rock in which it is embedded. They are as much determined by the general characteristics of the race as the fauna and flora of a geographical area are determined by its soil, its climate, and its cultivation; and they vary with the changing characteristics of the race as the fauna and flora of the tertiary system differ from those of the chalk. They are separable from the whole mass of phenomena, not in fact, but only in thought. We may concentrate our attention chiefly upon them, but they still remain part of the whole complex life of the time, and they cannot be understood except in relation to that life. If any one hesitates to accept this historical induction, I will ask him to take the instance that lies nearest to him, and to consider how he could understand the religious phenomena of our own country in our own time—its doubts, its hopes, its varied enterprises, its shifting enthusiasms, its noise, its learning, its eestheticism, and its philanthropies—unless he took account of the growth of the inductive sciences and the mechanical arts, of the expansion of literature, of the social stress, of the com- mercial activity, of the general drift of society towards its own improvement. In dealing, therefore, with the problem before us, we must endeavour to realize to ourselves the whole mental attitude of the Greek world in the first three centuries of our era. We must take account of the breadth and depth of its education, of the many currents of its philo- sophy, of its love of literature, of its scepticism and its B 2 4 I, INTRODUCTORY. mysticism. We must gather together whatever evidence we can find, not determining the existence or measuring the extent of drifts of thought by their literary expres- sion, but taking note also of the testimony of the monu- ments of art and history, of paintings and sculptures, of inscriptions and laws. In doing so, we must be content, at any rate for the present and until the problem has been more fully elaborated, with the broader features both of the Greek world and of the early centuries. The distinctions which the precise study of history requires us to draw between the state of thought of Greece proper and that of Asia Minor, and between the age of the Antonines and that of the Severi, are not necessary for our immediate purpose, and may be left to the minuter research which has hardly yet begun. 2. The second consideration is, that no permanent change takes place in the religious beliefs or usages of a race which is not rooted in the existing beliefs and usages of that race. The truth which Aristotle enun- ciated, that all intellectual teaching is based upon what is previously known to the person taught,! is applicable to a race as well as to an in lividual, and to beliefs even more than to knowledge. A religious change is, like a physiological change, of the nature of assimilation by, and absorption into, existing elements. The religion which our Lord preached was rooted in Judaism. It came ‘not to destroy, but to fulfil.’ It took the Jewish 1 πᾶσα διδασκαλία καὶ πᾶσα μάθησις διανοητικὴ ἐκ προὐπαρχούσης γίνεται γνώσεως (Arist. Anal. post. 1. 1, p. 71). John Philoponus, in his note on the passage, points out that emphasis is laid upon the word διανοητική, in antithesis to sensible knowledge, ἡ yap αἰσθητικὴ γνῶσις οὐκ ἔχει προὐποκειμένην γνῶσιν (Schol. ed. Brandis, p. 196 ὁ). - I. INTRODUCTORY. 9 conception of a Father in heaven, and gave it a new meaning. It took existing moral precepts, and gave them a new application. The meaning and the applica- tion had already been anticipated in some degree by the Jewish prophets. There were Jewish minds which had γι Per: been ripening for them; and so far as they were ripe for Frets ἢ them, they received them. In a similar way we shall find that the Greek Christianity of the fourth century was rooted in Hellenism. The Greek minds which had been ripening for Christianity had absorbed new ideas and new motives; but there was a continuity between their present and their past; the new ideas and new motives mingled with the waters of existing currents ; and it is only by examining the sources and the volume of the previous flow that we shall understand how it is that the Nicene Creed rather than the Sermon on the Mount has formed the dominant clement in Aryan ἢ Christianity. The method of the investigation, like that of all inves- tigations, must be determined by the nature of the evi- dence. The special feature of the evidence which affects the method is, that it is ample in regard to the causes, and ample also in regard to the effects, but scanty in regard to the process of change. We have ample evidence in regard to the state of Greek thought during the ante-Nicene period. The writers shine with a dim and pallid light when put side by side with the master-spirits of the Attic age; but their lesser importance in the scale of genius rather adds to than diminishes from their importance as representa- 6 I. INTRODUCTORY. tives. They were more the children of their time. They are consequently better evidence as to the currents of its thought than men who supremely transcended it. I will mention those from whom we shall derive most informa- tion, in the hope that you will in course of time become familiar, not only with their names, but also with their works. Dio of Prusa, commonly known as Dio Chry- sostom, ‘¢ Dio of the golden mouth,” who was raised above the class of travelling orators to which he belonged, not only by his singular literary skill, but also by the nobility of his character and the vigour of his protests against political unrighteousness. Epictetus, the lame slave, the Socrates of his time, in whom the morality and the reli- gion of the Greek world find their sublimest expression, and whose conversations and lectures at Nicopolis, taken down, probably in short-hand, by a faithful pupil, reflect exactly, as in a photograph, the interior life of a great moralist’s school. Plutarch, the prolific essayist and diligent encyclopzedist, whose materials are far more valuable to us than the edifices which he erects with them. Maximus of Tyre, the eloquent preacher, in whom the cold metaphysics of the Academy are transmuted into a glowing mysticism. Marcus Aurelius, the imperial philosopher, in whose mind the fragments of many phi- losophies are lit by hope or darkened by despair, as the clouds float and drift in uncertain sunlight or in gathered gloom before the clearing rain. Lucian, the satirist and wit, the prose Aristophanes of later Greece. Sextus Empiricus, whose writings—or the collection of writings are the richest of all mines for the investigation of later Greek philosophy. Philo- gathered under his name I. INTRODUCTORY. 7 stratus, the author of a great religious romance, and of many sketches of the lives of contemporary teachers. It will hardly be an anachronism if we add to these the great syncretist philosopher, Philo of Alexandria ; for, on the one hand, he was more Greek than Jew, and, on the other, several of the works which are gathered together under his name seem to belong to a generation subse- quent to his own, and to be the only survivors of the Judeo-Greek schools which lasted on in the great cities of the empire until the verge of Christian times. We have ample evidence also as to the state of Chris- tian thought in the post-Nicene period. The Fathers Athanasius, Basil, Gregory of Nazianzus, Gregory of Nyssa, and Cyril of Jerusalem, the decrees of general and local Councils, the apocryphal and pseudonymous literature, enable us to form a clear conception of the change which Greek influences had wrought. But the evidence as to the mode in which the causes operated within the Christian sphere before the final effects were produced is singularly imperfect. If we look at the literature of the schools of thought which ultimately became dominant, we find that it consists for the most part of some accidental survivals.1 It tells us about some parts of the Christian world, but not about others. It represents a few phases of thought with 1 Tertullian (adv. Valentin. c. 5) singles out four writers of the previous generation whom he regards as standing on an equal footing : Justin, Miltiades, Irenzus, Proculus. Of these, Proculus has entirely perished ; of Miltiades, only a few fragments remain ; Justin survives in only asingle MS. (see A. Harnack, Texte und Untersuchungen, Bd. 1.1, die Ueberlieferung der griechischen Apologeten des zweiten Jahrhunderts) ; and the greater part of Irenzeus remains only in a Latin translation, 5 I, INTRODUCTORY. adequate fulness, and of others it presents only a few fossils. In regard to Palestine, which in the third and fourth centuries was a great centre of culture, we have only the evidence of Justin Martyr. In regard to Asia Minor, which seems to have been the chief crucible for the alchemy of transmutation, we have but such scanty fragments as those of Melito and Gregory of Neoceesarea. The largest and most important monuments are those of Alexandria, the works of Clement and Origen, which represent a stage of singular interest in the process of philosophical development. Of the Italian writers, we have little that is genuine besides Hippolytus. Of Gal- lican writers, we have chiefly [renzeus, whose results are important as being the earliest formulating of the opinions which ultimately became dominant, but whose method is mainly interesting as an example of the dreary polemics of the rhetorical schools. Of African writers, we have Tertullian, a skilled lawyer, who would in modern times have taken high rank as a pleader at the bar or as a leader of Parliamentary debate; and Cyprian, who sur- vives chiefly as a champion of the sacerdotal hypothesis, and whose vigorous personality gave him a moral influ- ence which was far beyond the measure of his intellectual powers. The evidence is not only imperfect, but also insufficient in relation to the effects that were produced. Writers of the stamp of Justin and Irenzeus are wholly inadequate to account for either the conversion of the educated world to Christianity, or for the forms which Christianity assumed when the educated world had — moulded it. And if we look for the literature of the schools of I. INTRODUCTORY. 9 thought which were ultimately branded as heretical, we look almost wholly in vain. What the earliest Christian philosophers thought, we know, with comparatively in- significant exceptions, only from the writings of their opponents. ‘They were subject to a double hate—that of the heathen schools which they had left, and that of the Christians who were saying ‘‘ Non possumus” to philosophy.t' The little trust that we can place in the accounts which their opponents give of them is shown by the wide differences in those accounts. Each oppo- nent, with the dialectical skill which was common at the time, selected, paraphrased, distorted, and re-combined the points which seemed to him to be weakest. The result is, naturally, that the accounts which the several opponents give are so different in form and feature as to be irreconcilable with one another.? It was so also with the heathen opponents of Christianity. With one 1 Marcion, in the sad tone of one who bitterly felt that every man’s hand was against him, addresses one of his disciples as “ my partner in hate and wretchedness” (συμμισούμενον καὶ συνταλαίπωρον, Tert. adv. Mare. 4. 9). 2 Examples are the accounts of Basilides in Clement of Alexandria and Hippolytus, compared with those in Irenzeus and Epiphanius ; and the accounts of the Ophites in Hippolytus, compared with those of Irveneus and Epiphanius. The literature of the subject is considerable: see especially A. Hilgenfeld, die Ketzergeschichte des Urchristenthums (e.g. p. 202); R. A. Lipsius, zur Quellenkritik des Epiphanios ; and A. Harnack, zur Quellenkritik der Geschichte des Gnosticismus. ° The very names of most of the heathen opponents are lost : Lac- tantius (5. 4) speaks of “plurimos et multis in locis et non modo Grecis sed etiam Latinis litteris.” But for the ordinary student, Keim’s remarkable restoration of the work of Celsus from the quotations of Origen, with its wealth of illustrative notes, compensates for many losses (Th. Keim, Celsus’ Wahres Wort, Ziirich, 1873). 10 I. INTRODUCTORY. important exception, we cannot tell how the new religion struck a dispassionate outside observer, or why it was that it left so many philosophers outside its fold. Then, as now, the forces of human nature were at work. The tendency to disparage and suppress an opponent is not peculiar to the early ages of Christianity. When the associated Christian communities won at length their hard-fought battle, they burned the enemy’s camp. This fact of the scantiness and inadequacy of the evidence as to the process of transformation has led to two results which constitute difficulties and dangers in our path. 1. The one is the tendency to overrate the value of the evidence that has survived. When only two or three monuments of a great movement remain, it is difficult to appreciate the degree in which those monuments are representative. We tend at almost all times to attach an exaggerated importance to individual writers; the writers who have moulded the thoughts of their contem- poraries, instead of being moulded by them, are always few in number and exceptional. We tend also to attach an undue importance to phrases which occur in such writers; few, if any, writers write with the precision of a legal document, and the inverted pyramids which have been built upon chance phrases of Clement or Justin are monuments of caution which we shall do well to keep before our eyes. 2. The other is the tendency to under-estimate the importance of the opinions that have disappeared from sight, or which we know only in the form and to the extent of their quotation by their opponents. If we were I. INTRODUCTORY. 11 to trust the histories that are commonly current, we should believe that there was from the first a body of doctrine of which certain writers were the recognized exponents; and that outside this body of doctrine there was only the play of more or less insignificant opinions, like a fitful guerilla warfare on the flanks of a great army. Whereas what we really find on examining the evidence is, that out of a mass of opinions which for a long time fought as equals upon equal ground, there was formed a vast alliance which was strong enough to shake off the extremes at once of conservatism and of specu- lation, but in which the speculation whose monuments have perished had no less a share than the conservatism of which some monuments have survived. This survey of the nature of the evidence enables us to determine the method which we should follow. We can trace the causes and we can see the effects; but we have only scanty information as to the intermediate processes. If the evidence as to those processes existed in greater mass, if the writings of those who made the first tenta- tive efforts to give to Christianity a Greek form had been preserved to us, it might have been possible to follow in order of time and country the influence of the several groups of ideas upon the several groups of Christians. This method hasbeen attempted, with questionable success, by some of those who have investigated the history of particular doctrines. But it is impossible to deprecate too strongly the habit of erecting theories upon historical quicksands; and I propose to pursue the surer path to which the nature of the evidence points, by stating the 12 I. INTRODUCTORY. eauses, by viewing them in relation to the effects, and by considering how far they were adequate in respect of both mass and complexity to produce those effects. There is a consideration in favour of this method which is in entire harmony with that which arises from the nature of the evidence. It is, that the changes that took place were gradual and at first hardly perceptible. It would probably be impossible, even if we were in posses- sion of ampler evidence, to assign a definite cause and a definite date for the introduction of each separate idea. For the early years of Christianity were in some respects like the early years of our lives. It has sometimes been thought that those early years are the most important years in the education of all of us. We learn then, we hardly know how, through effort and struggle and inno- cent mistakes, to use our eyes and our ears, to measure distance and direction, by a process which ascends by unconscious steps tothe certainty which we feel in our maturity. We are helped in doing so, to an incalculable degree, by the accumulated experience of mankind which is stored up in language; but the growth is our own, the unconscious development of our own powers. It was in some such unconscious way that the Christian thought of the earlier centuries gradually acquired the form which we find when it emerges, as it were, into the developed manhood of the fourth century. Greek philosophy helped its development, as language helps a child; but the assi- milation of it can no more be traced from year to year than the growth of the body can be traced from day to day. We shall begin, therefore, by looking at the several I. INTRODUCTORY. 13 groups of facts of the age in which Christianity grew, and endeavour, when we have looked at them, to estimate their influence upon it. We shall look at the facts which indicate the state of education: we shall find that it was an age that was penetrated with culture, and that necessarily gave to all ideas which it absorbed a cultured and, so to speak, scholastic form. We shall look at the facts which indicate the state of literature: we shall find that it was an age of great lite- rary activity, which was proud of its ancient monuments, and which spent a large part of its industry in endea- vouring to interpret and to imitate them. We shall look at the facts which indicate the state of philosophy: we shall find that it was an age in which metaphysical conceptions had come to occupy relatively the same place which the conceptions of natural science occupy among ourselves; and that just as we tend to look upon external things in their chemical and physical relations, so there was then, as it were, a chemistry and physics of ideas. We shall look at the facts which indicate the state of moral ideas: we shall find that it was an age in which the ethical forces of human nature were struggling with an altogether unprecedented force against the degradation of contemporary society and contemporary religion, and in which the ethical instincts were creating the new ideal of ‘‘following God,” and were solving the old question whether there was or was not an art of life by practising self-discipline. We shall look at the facts which indicate the state of 14 I. INTRODUCTORY. theological ideas: we shall find that it was an age in which men were feeling after God and not feeling in vain, and that from the domains of ethics, physics, meta- physics alike, from the depths of the moral consciousness, and from the cloud-lands of poets’ dreams, the ideas of men were trooping in one vast host to proclaim with a united voice that there are not many gods, but only One, one First Cause by whom all things were made, one Moral Governor whose providence was over all His works, one Supreme Being “of infinite power, wisdom, and goodness.” We shall look at the facts which indicate the state of religion: we shall find that it was an age in which the beliefs that had for centuries been evolving themselves from the old religions were showing themselves in new forms of worship and new conceptions of what God needed in the worshipper; in which also the older ani- malism was passing into mysticism, and mysticism was the preparation of the soul for the spiritual religion of the time to come. We shall then, in the case of each great group of ideas, endeavour to ascertain from the earliest Christian docu- ments the original Christian ideas upon which they acted; and then compare the later with the earlier form of those Christian ideas; and finally examine the combined result of all the influences that were at work upon the mental attitude of the Christian world and upon the basis of Christian association. I should be glad if I could at once proceed to examine some of these groups of facts. But since the object I. INTRODUCTORY. 15 which I have in view is not so much to lead you to any conclusions of my own, as to invite you to walk with me in comparatively untrodden paths, and to urge those of you who have leisure for historical investigations to explore them for yourselves more fully than I have been able to do—and since the main difficulties of the investi- gation lie less in the facts themselves than in the attitude of mind in which they are approached—I feel that I should fail of my purpose if I did not linger still upon the threshold to say something of the “personal equa- ἡ tion’? that we must make before we can become either accurate observers or impartial judges. There is the more reason for doing so, because the study of Christian history is no doubt discredited by the dissonance in the voices of its exponents. An ill-informed writer may state almost any propositions he pleases, with the certainty of finding listeners; a well-informed writer may state propositions which are as demonstrably true as any his- torical proposition can be, with the certainty of being contradicted. There is no court of appeal, nor will there be until more than one generation has been engaged upon the task to which I am inviting you. 1. In the first place, it is necessary to take account of the demand which the study makes upon the attention and the imagination of the student. The scientific, that is the accurate, study of history is comparatively new. The minute care which is required in the examination of the evidence for the facts, and the painful caution which is required in the forming of inferences, are but inadequately appreciated. The study requires not only attention, but also imagination. A student must have 10 I. INTRODUCTORY. something analogous to the power of a dramatist before he can realize the scenery of a vanished age, or watch, as in a moving panorama, the series and sequence of its events. He must have that power in a still greater degree before he can so throw himself into a bygone time as to be able to enter into the motives of the actors, and to imagine how, having such and such a character, and surrounded by such and such circumstances, he would himself have thought and felt and acted. But the greatest demand that can be made upon either the attention or the imagination of a student is that which is made by such a problem as the present, which requires us to realize the attitude of mind, not of one man, but of a generation of men, to move with their movements, to float upon the current of their thoughts, and to pass with them from one attitude of mind into another. 2. In the second place, it is necessary to take account of our own personal prepossessions. Most of us come to the study of the subject already knowing something about it. Itis a comparatively easy task for a lecturer to present, and for a hearer to realize, an accurate picture of, for example, the religion of Mexico or of Peru, because the mind of the student when he begins the study is a comparatively blank sheet. But most of us bring to the study of Christian history a number of con- clusions already formed. We tend to beg the question before we examine it. We have before us, on the one hand, the ideas and usages of early Christianity; on the other hand, the ideas and usages of imperial Greece. We bring to the former the thoughts, the associations, I. INTRODUCTORY. 17 the sacred memories, the happy dreams, which have been rising up round us, one by one, since our childhood. Even if there be some among us who in the maturity of their years have broken away from their earlier moorings, these associations still tend to remaim. They are not confined to those of us who not only consciously retain them, but also hold their basis to be true. They linger unconsciously in the minds of those who scem most reso- lutely to have abandoned them. We bring to the latter, most of us, a similar wealth of associations which have come to us through our educa- tion. The ideas with which we have to deal are mostly expressed in terms which are common to the early cen- turies of Christianity, and to the Greek literature of five centuries before. The terms are the same, but their meaning is different. Those of us who have studied Greek literature tend to attach to them the connotation which they had at Athens when Greck literature was in its most perfect flower. We ignore the long interval of time, and the new connotation which, by an inevitable law of language, had in the course of centuries clustered round the old nucleus of meaning. The terms have in some cases come down by direct transmission into our own language. They have in such cases gathered to themselves wholly new meanings, which, until we con- sciously hold them up to the light, seem to us to form part of the original meaning, and are with difficulty disentangled. We bring to both the Christian and the Greek world the inductions respecting them which have been already made by ourselves and by others. We have in those C 18 I. INTRODUCTORY. inductions so many moulds, so to speak, into which we press the plastic statements of early writers. We assume the primitiveness of distinctions which for the most part represent only the provisional conclusions of earlier gene- rations of scholars, and stages in our own historical edu- cation; and we arrange facts in the categories which we find ready to hand, as Jewish or Gentile, orthodox or heretical, Catholic or Gnostic, while the question of the reality of such distinctions and such categories is one of the main points which our inquiries have to solve. 3. In the third place, it is necessary to take account of the under-currents, not only of our own age, but of the past ages with which we have to deal. Every age has such under-currents, and every age tends to be un- conscious of them. We ourselves have succeeded to a splendid heritage. Behind us are the thoughts, the beliefs, the habits of mind, which have been in process of formation since the first beginning of our race. They are inwrought, for the most part, into the texture of our nature. We cannot transcend them. To them the mass of our thoughts are relative, and by them the thoughts of other generations tend to be judged. The importance of recognizing them as an element in our judgments of other generations increases in proportion as those genera- tions recede from our own. In dealing with a country or a period not very remote, we may not go far wrong in assuming that its inheritance of ideas is cognate to our own. But in dealing with a remote country, or a remote period of time, it becomes of extreme importance to allow for the difference, so to speak, of mental longitude. The men of earlier days had other mental scenery round them, I. INTRODUCTORY. 19 Fewer streams of thought had converged upon them. Jonsequently, many ideas which were in entire harmony vith the mental fabric of their time, are unintelligible vhen referred to the standard of our own; nor can we mderstand them until we have been at the pains to find mut the underlying ideas to which they were actually -elative. I will briefly illustrate this point by two instances: (a) We tend to take with us, as we travel into bygone ‘imes, the dualistic hypothesis—which to most of us is no 1ypothesis, but an axiomatic truth—of the existence of in unbridged chasm between body and soul, matter and spirit. The relation in our minds of the idea of matter Ὁ the idea of spirit is such, that though we readily con- eive matter to act upon matter, and spirit upon spirit, ve find it difficult or impossible to conceive a direct ction either of matter upon spirit or of spirit upon natter. When, therefore, in studying, for example, the incient rites of baptism, we find expressions which seem Ὁ attribute a virtue to the material element, we measure such expressions by a modern standard, and regard them is containing only an analogy orasymbol. They belong, n reality, to another phase of thought than our own. They are an outflow of the earlier conception of matter md spirit as varying forms of a single substance.} 1 This was the common view of the Stoics, probably following Anaxagoras or his school; cf. Plutarch [Aetius], de Plac. Philos. 4. 3 Diels, Doxographi Greci, p. 387). It was stated by Chrysippus, γὐδὲν ἀσώματον συμπάσχει σώματι οὐδὲ ἀσωμάτῳ σῶμα ἀλλὰ σῶμα σώματι συμπάσχει δὲ ἡ ψυχὴ τῷ σώματι... . σῶμα ἄρα ἡ ψυχή ‘Chrysipp. Fragm. ap. Nemes. de Nat. Hom. 33); by Zeno, in Cie. C2 20 I. INTRODUCTORY. “Whatever acts, is body,” it was said. Mind is the subtlest form of body, but it is body nevertheless. The conception of a direct action of the one upon the other presented no difficulty. It was imagined, for instance, that demons might be the direct causes of diseases, because the extreme tenuity of their substance enabled them to enter, and to exercise a malignant influence upon, the bodies of men. So water, when exorcized from all the evil influences which might reside in it, actually cleansed the soul.!| The conception of the process as symbolical came with the growth of later ideas of the relation of matter to spirit. It is, so to speak, a ration- alizing explanation of a conception which the world was tending to outgrow. Academ. 1.11. 39; by their followers, Plutarch [ Aetius], de Plac. Philos. 1.11. 4 (Diels, p. 310), οἱ Στωικοὺὶ πάντα τὰ αἴτια σωματικά" πνεύματα γάρ; so by Seneca, Hpist. 117. 2, ‘“quicquid facit corpus est ;” so among some Christian writers, 6.5. Tertullian, de Anima, 5. 1 The conception underlies the whole of Tertullian’s treatise, de Bap- tismo: it accounts for the rites of exorcism and benediction of both the oil and the water which are found in the older Latin service-books, e.g. in what is known as the Gelasian Sacramentary, 1. 73 (in Muratori, Liturgia Romana vetus, vol. i. p. 594), “ exaudi nos omnipotens Deus et in hujus aque substantiam immitte virtutem ut abluendus per eam et sanitatem simul et vitam mereatur eternam.” ‘This prayer is imme- diately followed by an address to the water, “‘ exorcizo te creatura aquae per Deum vivum...adjuro te per Jesum Christum filium ejus unicum dominum nostrum ut efficiaris in eo qui in te baptizandus erit fons aque salientis in vitam eternam, regenerans eum Deo Patri et Filio et Spiritui Sancto...” So in the Gallican Sacramentary published by Mabillon (de Liturgia Gallicana libri tres, p. 362), ‘exorcizo te fons aque perennis per Deum sanctum et Deum verum qui te in principio ab arida separavit et in quatuor fluminibus terram rigore precepit: sis aqua sancta, aqua benedicta, abluens sordes et dimittens peccata. .. .” I. INTRODUCTORY. 21 (Ὁ) We take with us in our travels into the past the underlying conception of religion as a personal bond between God and the individual soul. We cannot believe that there is any virtue in an act of worship in which the conscience has no place. We can understand, how- ever much we may deplore, such persecutions as those of the sixteenth century, because they ultimately rest upon the same conception: men were so profoundly convinced of the truth of their own personal beliefs as to deem it of supreme importance that other men should hold those beliefs also. But we find it difficult to understand why, in the second century of our era, a great emperor who was also a great philosopher should have deliberately per- secuted Christianity. The difficulty arises from our over- looking the entirely different aspect under which religion presented itself to a Roman mind. It was a matter which lay, not between the soul and God, but between the indi- vidual and the State. Conscience had no place in it. Worship was an ancestral usage which the State sanc- tioned and enforced. It was one of the ordinary duties of life! The neglect of it, and still more the disavowal 1 These conceptions are found in Xenophon’s account of Socrates, who quotes more than once the Delphic oracle, 7 τε γὰρ Πυθία νόμῳ πόλεως ἀναιρεῖ ποιοῦντας εὐσεβῶς ἂν ποιεῖν, Xen. Mem. 1. 3.1, and again 4. 3. 16: in Epictet. Ench. 31, σπένδειν δὲ καὶ θύειν καὶ ἀπάρ- χέσθαι κατὰ τὰ πάτρια ἑκάστοις προσήκει : repeatedly in Plutarch, e.g. de Defect. Orac. 12, p. 416, de Comm. Notit. 51. 1, p. 1074: in the Aureum Carmen of the later Pythagoreans, ἀθανάτους μὲν πρῶτα θεοὺς νόμῳ ὡς διάκεινται, τίμα (Frag. Philos. Gree. i. p. 193): and in the Neoplatonist Porphyry (ad Marcell. 18, p. 286, ed. Nauck), οὗτος γὰρ μέγιστος καρπὸς εὐσεβείας τιμᾶν τὸ θεῖον κατὰ τὰ πάτρια. The intcl- lectual opponents of Christianity laid stress upon its desertion of the ancestral religion ; e.g. Ceecilius in Minucius Felix, Octav. 5, ‘quanto 22 I. INTRODUCTORY. of it, was a crime. An emperor might pity the offender for his obstinacy, but he must necessarily either compel him to obey or punish him for disobedience. It is not until we have thus realized the fact that the study of history requires as diligent and as constant an exercise of the mental powers as any of the physical sciences, and until we have made what may be called the ‘personal equation,” disentangling ourselves as far as we can from the theories which we have inherited or formed, and recognizing the existence of under-currents of thought in past ages widely different from those which flow in our own, that we shall be likely to investigate with success the great problem that hes before us. I lay stress upon these points, because the interest of the subject tends to obscure its difficulties. Literature is full of fancy sketches of early Christianity; they are written, for the most part, by enthusiasts whose imagi- nation soars by an easy flight to the mountain-tops which the historian can only reach by a long and rugged road ; they are read, for the most part, by those who give them only the attention which they would give to a shilling hand-book or to an article in a review. I have no desire, and I am sure that you have no desire, to add one more to such fancy sketches. The time has come for a precise study. The materials for such a study are available. The method of such a study is determined by canons which have been established in analogous fields of re- search. The difficulties of such a study come almost venerabilius ac melius.... majorum excipere disciplinam, religiones traditas colere ;” and Celsus in Origen, 6. Cels. 5, 25, 35; ὃ. 57. I. INTRODUCTORY, (2,35 entirely from ourselves, and it is a duty to begin by recognizing them. For the study is one not only of living interest, but also of supreme importance. Other history may be more or less antiquarian. Its ultimate result may be only to gratify our curiosity and to add to the stores of our’ knowledge. But Christianity claims to be a present guide of our lives. It has been so large a factor in the moral development of our race, that we cannot set aside its claim unheard. Neither can we admit it until we know what Christianity is. A thousand dissonant voices are each of them professing to speak in its name. The appeal lies from them to its documents and to its history. In order to know what it is, we must first know both what it professed to be and what it has been. The study of the one is the complement of the other; but it is with the latter only that we have at present to do. We may enter upon the study with confidence, because it is a scien- tific inquiry. We may hear, if we will, the solemn tramp of the science of history marching slowly, but marching always to conquest. It is marching in our day, almost for the first time, into the domain of Christian history. Upon its flanks, as upon the flanks of the physical sciences, there are scouts and skirmishers, who venture sometimes into morasses where there is no foothold, and into ravines from which there is no issue. But the science is marching on. ‘Vestigia nulla retrorsum.” It marches, as the physical sciences have marched, with the firm tread of certainty. It meets, as the physical sciences have met, with opposition, and even with con- tumely. In front of it, as in front of the physical 24 I, INTRODUCTORY. sciences, is chaos; behind it is order. We may march in its progress, not only with the confidence of scientific certainty, but also with the confidence of Christian faith. It may show some things to be derived which we thought to be original; and some things to be compound which we thought to be incapable of analysis; and some things to be phantoms which we thought to be realities. But it will add a new chapter to Christian apologetics; it will confirm the divinity of Christianity by showing it to be in harmony with all else that we believe to be divine ; its results will take their place among those truths which burn in the souls of men with a fire that cannot be quenched, and light up the darkness of this stormy sca with a light that is never dim. f Lecrore II. GREEK EDUCATION. Tue gencral result of the considerations to which I have already invited your attention is, that a study of the growth and modifications of the early forms of Chris- tianity must begin with a study of their environment. For a complete study, it would be necessary to examine that environment asa whole. In some respects all life hangs together, and no single element of it is in absolute isolation. The political and economical features of a given time affect more or less remotely its literary and philosophical features, and a complete investigation would take them all into account. But since life is short, and human powers are limited, it is necessary in this, as in many other studies, to be content with something less than ideal completeness. It will be found sufficient in practice to deal only with the proximate causes of the phenomena into which we inquire; and in dealing, as we shall mainly do, with literary effects, to deal also mainly with those features of the age which were literary also. The most general summary of those features is, that the Greck world of the second and third centuries was, in a sense which, though not without some just demur, has tended to prevail ever since, an educated world. It ν 26 1. GREEK EDUCATION, was reaping the harvest which many generations had sown. Five centuries before, the new elements of know- ledge and cultured speech had begun to enter largely into the simpler elements of early Greek life. It had become no longer enough for men to till the ground, or to pursue their several handicrafts, or to be practised in the use of arms. The word codes, which in earlier times had been applied to one who was skilled in any of the arts of life, who could string a bow or tune a lyre or even trim a hedge, had come to be applied, if not exclu- sively, yet at least chiefly, to one who was shrewd with practical wisdom, or who knew the thoughts and sayings of the ancients. The original reasons, which lay deep in the Greek character, for the element of knowledge assuming this special form, had been accentuated by the circumstances of later Greek history. There seems to be little reason in the nature of things why Greece should not have anticipated modern Europe in the study of nature, and why knowledge should not have had for its chief meaning in earlier times that which it is tending to mean now, the knowledge of the phenomena and laws of the physical world. The tendency to collect and colligate and compare the facts of nature appears to be no less instinctive than the tendency to become acquainted with the thoughts of those who have gone before us. But Greece on the one hand had lost political power, and on the other hand possessed in her splendid literature an inalienable heritage. She could acquiesce with the greater equanimity in political subjection, because in the domain of letters she was still supreme with an indisputable supremacy. It was natural that she should turn to letters. II. GREEK EDUCATION. BT It was natural also that the study of letters should be reflected upon speech. For the love of speech had become to a large proportion of Greeks a second nature. They were a nation of talkers. They were almost the slaves of cultivated expression. Though the public life out of which orators had grown had passed away with political freedom, it had left behind it a habit which in the second century of our era was blossoming into a new spring. Like children playing at “make-believe,” when real speeches in real assemblies became impossible, the Greeks revived the old practice of public speaking by addressing fictitious assemblies and arguing in fictitious courts. In the absence of the distractions of either keen political struggles at home or wars abroad, these tendencies had spread themselves over the large surface of general Greek society. A kind of literary instinct had come to exist. The mass of men in the Greek world tended to lay stress on that acquaintance with the literature of bygone gene- rations, and that habit of cultivated speech, which has ever since been commonly spoken of as education. Two points have to be considered in regard to that education before it can be regarded as a cause in relation to the main subject which we are examining: we must look first at its forms, and secondly at its mass. It is not enough that it should have corresponded in kind to certain effects; it must be shown to have been adequate in amount to account for them. I. The education was almost as complex as our own. If we except only the inductive physical sciences, it covered the same field. It was, indeed, not so much analogous to our own as the cause of it. Our own comes 28 II, GREEK EDUCATION. by direct tradition from it. It set a fashion which until recently has uniformly prevailed over the whole civilized world. We study literature rather than nature because the Greeks did so, and because when the Romans and the Roman provincials resolved to educate their sons, they employed Greek teachers and followed in Greek paths. The two main elements were those which have been already indicated, Grammar and Rhetoric.1 1. By Grammar was meant the study of literature.? In its original sense of the art of reading and writing, it began as early as that art begins among ourselves. “We are given over to Grammar,” says Sextus Empiri- cus,® “ from childhood, and almost from our baby-clothes.” But this elementary part of it was usually designated by another name,* and Grammar itself had come to include 1 The following is designed to be a short account, not of all the elements of later Greek education, but only of its more prominent and important features: nothing has been said of those elements of the ἐγκύκλιος παιδεία Which constituted the medieval guadrivium. The works bearing on the subject will be found enumerated in K. F. Her- mann, Lehrbuch der griechischen Antiquitdten, Bd. iv. p. 302, 3te aufl. ed. Blumner: the most important of them is Grasberger, Erziehung und Unterricht im classischen Alterthum, Bd. i. and ii. Wiirzburg, 1864: the shortest and most useful for an ordinary reader is Ussing, Erziehung und Jugendunterricht bei den Griechen und Rémern, Berlin, 1885. 2 Litteratura is the Latin for γραμματική : Quintil. 2. 1. 4. 8 Adv. Gramm. 1. 44. * γρἀμματιστική, Which was taught by the γραμματιστής, whereas γραμματικὴ was taught by the γραμματικός. The relation between the two arts is indicated by the fact that in the Edict of Diocletian the fee of the former is limited to fifty denarii, while that of the latter rises to two hundred: Hdict. Dioclet. ap. Haenel, Corpus Legum, No. 1054, p- 178. lI. GREEK EDUCATION. 29 all that in later times has been designated Belles Lettres. This comprehensive view of it was of slow growth; con- sequently, the art is variously defined and divided. The division which Sextus Empiricus! speaks of as most free from objection, and which will sufficiently indicate the general limits of the subject, 15 mto the technical, the historical, and the exegetical elements. The first of these was the study of diction, the laying down of canons of correctness, the distinction between Hellenisms and Bar- barisms. Upon this as much stress was laid as was laid upon academic French in the age of Boileau. ‘I owe to Alexander,” says Marcus Aurelius,” ‘my habit of not finding fault, and of not using abusive language to those who utter a barbarous or awkward or unmusical phrase.” ((1 must apologize for the style of this letter,” says the Christian Father Basil two centuries afterwards, in writing to his old teacher Libanius; ‘the truth is, I have been in the company of Moses and Elias, and men of that kind, who tell us no doubt what is true, but in a barbarous dialect, so that your instructions have quite gone out of my head.”? The second element of Grammar was the study of the antiquities of an author: the explanation of the names of the gods and heroes, the legends and his- tories, which were mentioned. It is continued to this day in most notes upon classical authors. The third 1 Adv. Gramm. 1. 91 sqq., ef. 2b. 250. This is quoted as being most representative of the period with which these Lectures have mainly to do. With it may be compared the elaborate account given by Quin- tilian, 1. 4 sqq. aap ἢ ΤΣ 3 The substance of Basil’s letter, Hp. 339 (146), tom. iii. p. 455. There is a charming irony in Libanius’s answer, Ep. 340 (147), zbid. 90 II. GREEK EDUCATION. element was partly critical, the distinguishing between true and spurious treatises, or between true and false readings; but chiefly exegetical, the explanation of an author’s meaning. It is spoken of as the prophetess of the poets,! standing to them in the same relation as the Delphian priestess to her inspiring god. The main subject-matter of this literary education was the poets. ‘They were read, not only for their literary, but also for their moral value.2 They were read as we read the Bible. They were committed to memory. The minds of men were saturated with them. A quotation from Homer or from a tragic poet was apposite on all occasions and in every kind of society. Dio Chrysostom, in an account of his travels, tells how he came to the Greek colony of the Borysthenite, on the farthest borders of the empire, and found that even in those remote settle- ments almost all the inhabitants knew the Iliad by heart, and that they did not care to hear about anything else.? 2. Grammar was succeeded by Rhetoric—the study of literature by the study of literary expression and quasi- forensic argument. ‘The two were not sharply distin- guished in practice, and had some elements in common. The conception of the one no less than of the other had widened with time, and Rhetoric, ike Grammar, was variously defined and divided. It was taught partly by precept, partly by example, and partly by practice. The professor either dictated rules and gave lists of selected 1 προφῆτις, Sext. Emp. adv. Gramm. 1. 279. 2 Strabo, 1. 2. 3, od ψυχαγωγίας χάριν δήπουθεν ψιλῆς ἀλλὰ σωφ- povic pov. 8 Dio Chrys. Orat. xxxvi. vol. ii, p. 51, ed. Dind, II. GREEK EDUCATION. St passages of ancient authors, or he read such passages with comments upon the style, or he delivered model speeches of his own. The first of these methods has its literary monument in the hand-books which remain.! The second survives as an institution in modern times, and on a large scale, in the University ‘lecture,’ and it has also left important literary monuments in the Scholia upon Homer and other great writers. The third method gave birth to an institution which also survives in modern times. Hach of these methods was followed by the stu- dent. He began by committing to memory both the professor’s rules and also selected passages of good authors: the latter he recited, with appropriate modula- tions and gestures, in the presence of the professor. In the next stage, he made his comments upon them. Here is a short example which is embedded in Epictetus :? the student reads the first sentence of Xenophon’s Memora- bitia, and makes his criticism upon it: “«T have often wondered what in the world were the grounds on which...” Rather ....‘the ground on which....’ It is neater.” From this, or concurrently with this, the student pro- ceeded to compositions of his own. Beginning with mere imitation of style, he was gradually led to invent the 1 These are printed in Walz, Rhetores Greci, vol. i.: the account here followed is mainly that of the Progymnasmata of Theo of Smyrna ({cire. A.D, 130). There is a letter of Dio Chrysostom, printed among his speeches, Orat. xvii. περὶ λόγου ἀσκήσεως, ed. Dind. i. 279, con- sisting of advice to a man who was beginning the study of Rhetoric late in life, which, without being a formal treatise, gives as good a view as could be found of the general course of training, 2 Diss. 3. 23. 2U, 82 II, GREEK EDUCATION. structure as well as the style of what he wrote, and to vary both the style and the subject-matter. Sometimes he had the use of the professor’s library;+ and though writ- ing in his native language, he had to construct his periods according to rules of art, and to avoid all words for which an authority could not be quoted, just as if he were an English undergraduate writing his Greek prose. The crown of all was the acquisition of the art of speaking extempore. A student’s education in Rhetoric was finished _ when he had the power to talk off-hand on any subject that might be proposed. But whether he recited a pre- pared speech or spoke off-hand, he was expected to show the same artificiality of structure and the same pedantry of diction. ‘‘ You must strip off all that boundless length of sentences that is wrapped round you,” says Charon to the rhetorician who is just stepping into his boat, ‘and those antitheses of yours, and balancings of clauses, and strange expressions, and all the other heavy weights of speech (or you will make my boat too heavy).’’? To a considerable extent there prevailed, in addition to Belles Lettres and Rhetoric, a teaching of Philoso- phy. It was the highest element in the education of the average Greek of the period. Logic, in the form of Dialectic, was common to Philosophy and Rhetoric. Every one learnt to argue: a large number learnt, in addition, the technical terms of Philosophy and the out- lines of its history. Lucian?® tells a tale of a country gentleman of the old school, whose nephew went home from lecture night after night, and regaled his mother 1 Philostr. V. S. 2. 21. 3, of Proclus. 2 Lucian, Dial. Mort. 10. 10. 8 JIermotim. 81. II, GREEK EDUCATION. 33 and himself with fallacies and dilemmas, talking about “relations” and ‘‘ comprehensions” and ‘‘ mental presen- tations,” and jargon of that sort; nay, worse than that, saying, “that God does not live in heaven, but goes about among stocks and stones and such-like.” As far as Logic was concerned, it was almost natural to a Greek mind: Dialectic was but the conversation of a sharp- witted people conducted under recognized rules. But it was a comparatively new phase of Philosophy that it should have a literary side. It had shared in the common degeneracy. It had come to take wisdom at second-hand. It was not the evolution of a man’s own thoughts, but an acquaintance with the recorded thoughts of others. It was divorced from practice. It was degraded to a system of lectures and disputations. It was taught in the same general way as the studies which preceded it. But lectures had a more important place. Sometimes the professor read a passage from a philosopher, and gave his interpretation of it; sometimes he gave a discourse of his own. Sometimes a student read an essay of his own, or interpreted a passage of a philosopher, in the presence of the professor, and the professor afterwards pronounced his opinion upon the correctness of the rea- soning or the interpretation.! The Discourses of Epictetus have a singular interest in this respect, apart from their contents; for they are in great measure notes of such 1 There is a good example of the former of these methods in Maximus of Tyre, Dissert. 33, where § 1 is part of a student’s essay, and the following sections are the professor’s comments ; and of the latter in Epictetus, Diss. 1. 10. 8, where the student is said ἀναγνῶναι; legere, the professor ἐπαναγνῶναι, preclegere. D 34 II. GREEK EDUCATION. lectures, and form, as it were, a photograph of a philo- sopher’s lecture-room. Against this degradation of Philosophy, not only the Cynics, but almost all the more serious philosophers pro- . tested. Though Epictetus himself was a professor, and though he followed the current usages of professorial teaching, his life and teaching alike were in rebellion against it. “If I study Philosophy,” he says, “with a view only to its literature, I am not a philosopher, but a littérateur ; the only difference is, that I interpret Chrysippus instead of Homer.”? They sometimes pro- tested not only against the degradation of Philosophy, but also against the whole conception of literary educa- tion. ‘‘There are two kinds of education,” says Dio Chrysostom,” “the one divine, the other human; the divine is great and powerful and easy; the human is mean and weak, and has many dangers and no small deceitfulness. The mass of people call it education (παιδείαν), as being, I suppose, an amusement {παιδίαν), and think that a man who knows most literature — Persian and Greek and Syrian and Pheenician—is the wisest and best-educated man; and then, on the other hand, when they find a man of this sort to be vicious and cowardly and fond of money, they think the education to be as worthless as the man himself. The other kind they call sometimes education, and sometimes manliness and high-mindedness. It was thus that the men of old used to call those who had this good kind of education—men with manly souls, and educated as 1 Enchir. 49: see also Diss. 3. 21, quoted below, p. 102. 2 Ογαί. iv. vol. i. p. 69, ed. Dind. II. GREEK EDUCATION. 35 Herakles was—sons of God.” And not less significant as an indication not only of the reaction against this kind of education but also of its prevalence, is the deprecation of it by Marcus Aurelius: ‘I owe it to Rusticus,”’ he says,! “that I formed the idea of the need of moral refor- mation, and that I was not diverted to literary ambition, or to write treatises on philosophical subjects, or to make rhetorical exhortations... . and that I kept away from rhetoric and poetry and foppery of speech.” IJ. I pass from the forms of education to its extent. The general diffusion of it, and the hold which it had upon the mass of men, are shown by many kinds of evidence. 1. They are shown by the large amount of literary evidence as to scholars and the modes of obtaining edu- cation. The exclusiveness of the old aristocracy had broken down. Education was no longer in the hands of ‘private tutors” in the houses of the great families. It entered public life, and in doing so left a record behind it. It may be inferred from the extant evidence that there were grammar-schools in almost every town. At these all youths received the first part of their education. But it became a common practice for youths to supple- ment this by attending the lectures of an eminent pro- fessor elsewhere. They went, as we might say, from school to a University. The students who so went away ie at 2 This higher education was not confined to Rome or Athens, but was found in many parts of the empire: Marseilles in the time of Strabo was even more frequented than Athens. There were other great schools at Antioch and Alexandria, at Rhodes and Smyrna, at Ephesus and Byzantium, at Naples and Nicopolis, at Bordesux and D2 50 II. GREEK EDUCATION. from home were drawn from all classes of the community. Some of them were very poor, and, like the ‘bettel- studenten” of the medieval Universities, had sometimes to beg their bread.! ‘‘ You are a miserable race,” says Epictetus? to some students of this kind; ‘‘when you have eaten your fill to-day, you sit down whining about to-morrow, where to-morrow’s dinner will come from.” Some of them went because it was the fashion. The young sybarites of Rome or Athens complained bitterly that at Nicopolis, where they had gone to listen to Epic- tetus, lodgings were bad, and the baths were bad, and the gymnasium was bad, and “society” hardly existed.® Then, as now, there were home-sick students, and mo- thers weeping over their absence, and letters that were looked for but never came, and letters that brought bad news; and young men of promise who were expected to return home as living encyclopeedias, but who only raised doubts when they did return home whether their educa- tion had done them any good. Then, as now, they went Autun. The practice of resorting to such schools lasted long. In the fourth century and among the Christian Fathers, Basil and Gregory Nazianzen, Augustine and Jerome, are recorded to have followed ii: the general recognition of Christianity did not seriously affect the cur- rent educational system: “Through the whole world,” says Augustine (de utilitate credendi, 7, vol. viii. 76, ed. Migne), “the schools of the rhetoricians are alive with the din of crowds of students.” 1 There is an interesting instance, at a rather later time, of the poverty of two students, one of whom afterwards became famous, Proheresius and Hephestion: they had only one ragged gown between them, so that while one went to lecture, the other had to stay at home in bed (Eunap. Prohwres, p. 78). ἐν Jian, Al. £9., 1.9, 8 Jt. 2.21. 12; 3. 24. 54. 4 7b, 2. 21. 12,13, 15; 3. 24, 22, 24, II. GREEK EDUCATION. a from the lecture-room to athletic sports or the theatre; ‘Cand the consequence is,” says Epictetus,! “that you don’t get out of your old habits or make moral progress.” Then, as now, some students went, not for the sake of learning, but in order to be able to show off. Epictetus draws a picture of one who looked forward to airing his logic at a city dinner, astonishing the “alderman” who sat next to him with the puzzles of hypothetical syllogisms.? And then, as now, those who had followed the fashion by attending lectures showed by their manner that they were there against their will. ‘“‘ You should sit upright,” says Plutarch,’ in his advice to hearers in general, ‘‘ not lolling, or whispering, or smiling, or yawning as if you were asleep, or fixing your eyes on the ground instead ’ In a similar way Philo,* also speak- of on the speaker.’ ing of hearers in general, says: ‘‘Many persons who come to a lecture do not bring their minds inside with them, but go wandering about outside, thinking ten thousand things about ten thousand different subjects— family affairs, other people’s affairs, private affairs,.... and the professor talks to an audience, as it were, not of men but of statues, which have ears but hear not.” 2. A second indication of the hold which education had upon the age is the fact that teaching had come to be a recognized and lucrative profession. This is shown not so much by the instances of individual teachers,° who Mites 16, 14,15. 2G, 26, 9: 3 De audiendo, 13, vol. ii. p. 45. The passage is abridged above. 4 Quis rer. div. heres. 3, vol. i. p. 474. 5 For example, Verrius Flaccus, the father of the system of “ prize wssays,” who received an annual salary of 100,000 sesterces from 38 Il. GREEK EDUCATION. might be regarded as exceptional, as by the fact of the recognition of teachers by the State and by municipalities. The recognition by the State took the double form of endowment and of immunities from public burdens. (a) Endowments probably began with Vespasian, who endowed teachers of Rhetoric at Rome with an annual grant of 100,000 sesterces from the imperial treasury. Hadrian founded an Athenseum or University at Rome, like the Museum or University at Alexandria, with an adequate income, and with a building of sufficient im- portance to be sometimes used as a Senate-house. He also gave large sums to the professors at Athens: in this he was followed by Antoninus Pius: but the first per- manent endowment at Athens seems to have been that of Marcus Aurelius, who founded two chairs in each of the four great philosophical schools of Athens, the Academic, the Peripatetic, the Epicurean, and the Stoic, and added one of the new or literary Rhetoric, and one of the old or forensic Rhetoric.! Augustus (Suet. de dlustr. Gramm. 17). The inscriptions of Asia Minor furnish several instances of teachers who had left their homes to teach in other provinces of the Empire, and had returned rich enough to make presents to their native cities. 1 The evidence for the above paragraph, with ample accounts of additional facts relative to the same subject, but unnecessary for the present purpose, will be found in F. H. L. Ahrens, de Athenarum statu politico et literario inde ab Achaici feederis interitu usque ad Antoninorum tempora, Gottingen, 1829; K. O. Miiller, Quam curam respublica apud Gracos et Romanos literis doctrinisque colendis et promovendis impenderit, Gottingen (Programm zur Sacularfeier), 1837 ; P. Seidel, de scholarum que florente Romanorum imperio Athenis eaxstiterunt conditione, Glogau, 1838; C. ἃ. Zumpt, Ueber den Bestand der philosophischen Schulen in Athen und die Succession der Scholar- chen, Berlin (Abhandl. der Akademie der Wissenschaften), 1843; L. II. GREEK EDUCATION. 99 (2) The immunities of the teaching classes began with Julius Cesar, and appear to have been so amply recog- nized in the early empire that Antoninus Pius placed them upon a footing which at once established and limited them. He enacted that small cities might place upon the free list five physicians, three teachers of rhetoric, and three of literature; that assize towns might so place seven physicians, three teachers of rhetoric, and three of literature; and that metropolitan cities might so place ten physicians, five teachers of rhetoric, and five of lite- rature; but that these numbers should not be exceeded. These immunities were a form of indirect endowment.! They exempted those whom they affected from all the Weber, Commentatio de academia literaria Athenienstum, Marburg, 1858. There is an interesting Roman inscription of the end of the second century 4.D. which almost seems to show that the endowments were sometimes diverted for the benefit of others besides philosophers : it is to an athlete, who was at once ‘canon of Serapis,” and entitled to free commons at the museum, vewkdpov τοῦ μεγάλου Σαράπιδ]ος καὶ τῶν ἐν τῷ Μουσείῳ [σειτουἱμένων ἀτελῶν φιλοσόφων, Corpus Inscr. Grec. 5914. 1 The edict of Antoninus Pius is contained in L. 6, § 2, 1). de ex- cusat. 27. 1: the number of philosophers is not prescribed, “quia rari sunt qui philosophantur:” and if they make stipulations about pay, “inde iam manifesti fient non philosophantes.” The nature of the immunities is described, ibid. § 8: ‘a ludorum publicorum regimine, ab edilitate, a sacerdotio, a receptione militum, ab emtione frumenti, olei, et neque judicare neque legatos esse neque in militia numerari nolentes neque ad alium famulatum cogi.” The immunities were some- times further extended to the lower classes of teachers, e.g. the dud magistré at Vipascum in Portugal: cf. Hiibner and Mommsen in the Ephemeris Epigraphica, vol. iii. pp. 185, 188. For the regulations of the later empire, see Cod. Theodos. 14. 9, de studiis liberalibus urbis Rome et Constantinopolitane ; and for a good popular account of the whole subject, see G. Boissier, L’instruction publique dans l’empira Romain, in the Revue des Deux Mondes, mars 15, 1884. q 40 II, GREEK EDUCATION. burdens which tended in the later empire to impoverish the middle and upper classes. They were consequently equivalent to the gift from the municipality of a consi- derable annual income. 3. A third indication of the hold of education upon contemporary society is the place which its professors held in social intercourse. They were not only a recog- nized class; they also mingled largely, by virtue of their profession, with ordinary life. If a dinner of any pre- tensions were given, the professor of Belles Lettres must be there to recite and expound passages of poetry, the professor of Rhetoric to speak upon any theme which might be proposed to him, and the professor of Philoso- phy to read a discourse upon morals.