THE HIBBERT LECTURES, 1888. The 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. THE HIBBERT LECTURES, 1888. THE INFLUENCE OF GEEEK IDEAS AND USAGES UPON THE CHRISTIAN CHURCH. BY THE LATE EDWIN HATCH, D.D. READER IN ECCLESIASTICAL HISTORY IN THE UNIVERSITY OF OXFORD, EDITED BY A. M. FAIEBAIEN, D.D. PRINCIPAL OP MANSFIELD COLLEGE, OXFORD. FOURTH EDITION. WILLIAMS AND-NOEGATE, 14, HENRIETTA STREET, COVENT GARDEN, LONDON; Ahd 20, SOUTH FREDERICK STREET, EDINBURGH. 1892. [AU Rights reserved.} LONDON ! PRINTED BY 0. OREEN AND SOK, 178, STRAND, PREFACE. The 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. Vll 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 ipsissima 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 Bote-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 Viii 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 XL, 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 Yernon 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 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 methodj 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 Churchy 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 traditionsV 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. Fairbairn. Oxford, July, 1890. SYNOPSIS OF CONTENTS. Lecture I. INTEODUCTOEY. The Problem : page How the Church passed from the Sermon on the Mount to the Mcene Creed ; the change in spirit coincident with a change in soil ... ... ... ... ... 1,2 The need of caution : two preliminary considerations ... 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. ... ... 3, 4 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 ... ... ... ... 4,5 The Method : Evidence as to process of change scanty, but ample and representative as to ante-Mcene Greek thought and post-Nicene Christian thought. Eespects in which evi dence defective ... ... ... ... ... 5 — 10 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 ... ... ... ... 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 Xii SYNOPSIS OF CONTENTS. PAGE Attitude of mind required 15 1. Demand upon attention and imagination 15,16 2. Personal prepossessions to be allowed for ... ••• 17,18 3. Need to observe under-currents, e.g. (a) The dualistic hypothesis, its bearing on baptism and exorcism ... ... ... •¦• ... 19, 20 (&) The nature of religion, e.g. its relation to conscience 21 History as a scientific study : the true apologia in religion 21 — 24 Lecture II. GEEEK EDUCATION. The first step a study of environment, particularly as literary. The contemporary Greek world an educated world in a special literary sense .. . ... ... ... ... ... 25 — 27 I. Its forms varied, but all literary : Grammar ... ... ... ... ... 28 — 30 Ehetoric ... ... ... ... ... 30—32 A "lecture-room" Philosophy ... ... 32 — 35 II. Its influence shown by : 1. Direct literary evidence ... ... ... 35 — 37 2. Eecognized and lucrative position of the teaching profession ... ... ... ... 37 — 40 3. Social position of its professors ... ... 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. GEEEK AND CHEISTIAN EXEGESIS. To the Greek the mystery of writing, the reverence for antiquity, the belief in inspiration, gave the ancient poets a unique value 50, 51 SYNOPSIS OF CONTENTS. Xlll PAGE Homer, his place in moral education ; used by the Sophists in ethics, physics, metaphysics, &c. ... ... ... 52 — 57 Apologies for this use culminate in allegory, especially among the Stoics ... ... ... ... 57 — 64 The Allegoric temper widespread, particularly in things religious. Adopted by Hellenistic Jews, especially at Alexandria ; Philo ' 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 ... 69 — 74 Application to the New Testament writings by the Gnostics and the Alexandrines ... ... ... ... ... 75, 76 Its aid as solution of the Old Testament problem, especially in Origen 77—79 Eeactions both Hellenic and Christian : viz. in 1. The Apologists' polemic against Greek mythology 2. The Philosophers' polemic against Christianity 3. Certain Christian Schools, especially the Antiochene Here hampered by dogmatic complications Use and abuse of allegory — the poetry of life . . . Alien to certain drifts of the modern spirit, viz. 1. Historic handling of literature .. . 2. Eecognition of the living voice of God % Lecture IV. GEEEK AND CHRISTIAN EHETOEIC. The period one of widely diffused literary culture. The Ehetorical Schools, old and new 86—88 Sophistic largely pursued the old lines of Ehetoric, but also philosophized and preached professionally ... ... 88 — 94 Its manner of discourse ; its rewards ... ... 94 — 99 Objections of earnest men; reaction led by Stoics like Epic- tetus 99—105 ' u1 80 81, 82 82 82, 83 84 84, 85 xiv SYNOPSIS OF CONTENTS. PAGE 105 Significance for Christianity ... ... ••• ••• Primitive Christian "prophesying" v. 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 H* 115 Lecture V. CHEISTIANITY AND GEEEK PHILOSOPHY. Abstract ideas among the Greeks, who were hardly aware of the different degrees of precision possible in mathematics and philosophy ... ... ... ••• ••• ••¦ 116 — 118 Tendency to define strong with them, apart from any criterion; hence dogmas ... ... ... 118 — 120 Dogmatism, amid decay of originality : reaction towards doubt; yet Dogmatism regnant ... ... ••• ••¦ 120 — 123 " Palestinian Philosophy," a complete contrast ... 123, 124 Fusion of these in the Old Catholic Church achieved through an underlying kinship of ideas ... ... ... 125,126 Explanations of this from both sides ... ... 126 — 128 Philosophical Judaism as a bridge, e.g., in allegorism. and cosmology 128,129 Christian philosophy partly apologetic, partly speculative. Alarm of Conservatives : the second century one of tran sition and conflict ... ... ... ... 130 — 133 The issue, compromise, and a certain habit of mind ... 133,134 Summary answer to the main question ... ... ... 134 The Greek mind seen in : 1. The tendency to define 135 2. The tendency to speculate ... 136 3. The point of emphasis, i.e. Orthodoxy 137 Further development in the West. But Greece the source of the true damnosa hereditas ... ... ... „.. 137 133 SYNOPSIS OF CONTENTS. XV Lecture VI. GEEEK AND CHEISTIAN ETHICS. PAGE The average morality of the age: its moral philosophy 139, 140 An age of moral reformation ... ... ... ... 140 — 142 1. Eelation of ethics to philosophy and life ... ... 142 Eevived practical bent of Stoicism; Epictetus 143 — 147 A moral gymnastic cultivated ... ... ... ... 147 (1) Askesis (aa-K-rjULs) : Pliilo, Epictetus, Dio Chrysostom 148—150 (2) The "philosopher" or moral reformer ... 150 — 152 2. The contents of ethical teaching, marked by a religious reference. Epictetus' two maxims, " Follow Nature," "Follow God" : 152—155 Christian ethics show agreement amid difference ; based upon the Divine command ; idea of sin : agreement most empha sized at first, i.e. the importance of conduct ... 158, 159 1. Tone of earliest Christian writings : the "Two Ways :" Apostolical Constitutions, Bk. i. ... ... 159 — 162 2. Place of discipline in Christian life : Puritan ideal v. later corpus permixtum ... ... ... 162 — 164 Further developments due to Greece : 1. A Church within the Church : askesis, Monas- ticism 164 — 168 2. Eesulting deterioration of average ethics : Ambrose of Milan 168, 169 Complete victory of Greek ethics seen in the basis of modern society ... ... ... ... ... ... 169, 170 XT! SYNOPSIS OF CONTENTS. Lecture VII. GEEEK AND CHEISTIAN THEOLOGY. I. The Creator. page The idea of One God, begotten of the unity and order of the world, and connected with the ideas of personality and mind. Three elements in the idea — Creator, Moral Governor, Abso lute Being 171—174 Growth of idea of a beginning : Monism and Dualism 174, 175 1. Monism of the Stoics : natura naturata and naturans : a beginning not necessarily involved ... 175 — 177 2. Dualism, Platonic : creation recognized ... 177 — 180 Syncretistic blending of these as to process : Logos idea common. Hence Philo's significance : God as Creator : Monistic and Dualistic aspects ; his terms for the Forces in their plurality and unity : after all, God is Creator, even Father, of the world 180—188 Early Christian idea of a single supreme Artificer took perma nent root ; but questions as to mode emerged, and the first answers were tentative ... ... ... ... 188 190 1. Evolutional type ; supplemented by idea of a lapse 190—194 2. Creational type accepted ... ... ... ... 194 There remained : (i.) The ultimate relation of matter to God : Dualistic solutions : Basilides' Platonic theory the basis of the later doctrine, though not at once recognized 194 198 (ii.) The Creator's contact with matter : Mediation hypo thesis: the Logos solution ... 193 200 . /taTG> a-wjia dXX.a crw/ia crayum" s &v ttolcTv, Xen. Mem. 1. 3. 1, and again 4. 3. 16 : in Epictet. Ench. 31, cnrevSeiv Si /ecu Bveiv kcu dirdp- X«crc9cu Kara ra Trdrpia eKacrrois TrpocrrJKet : repeatedly in Plutarch, e.g. de Defect. Orac. 12, p. 416, de Comm. Notit. 31. 1, p. 1074 : in the Aureum Carmen of the later Pythagoreans, dda vdrovs p*v irpGna 6 toy's v6p.(j> cos SiaKeivrai, tl/jux. (Frag. Philos. Grata, i. p. 193) : and in the Neoplatonist Porphyry (ad Marcell. 18, p. 286, ed. Nauck), outos yap jucyio-Tos Kapirbs eucre/Seias rt/tav to Oelov Kara. to. Trdrpia. The intel lectual opponents of Christianity laid stress upon its desertion of the ancestral religion; e.g. Csecilius 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 lies 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, c. Cels. 5. 25, 35 • 8. 57. I. INTRODUCTORY. 23 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 wc 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 sea with a light that is never dim. Lecture II. GEEEK EDUCATION. The general 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 as a 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. Tfeermost general- siimmaryjafr tkase features TS, that the* Greek world ¦^the^^aieaii^Faai''- third centuries was> in a sense which, though not without some just demur, has tended to prevail ever since, a-n educated world. It 26 n. 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 cror}Tis, Sext. Emp. adv. Gramm. 1. 279. 2 Strabo, 1. 2. 3, ov ifivxayuyias Xa/w 8rJ7rov6ev tpiXr)* dkka. - povicrpov. 8 Dio Chrys. Oral, xxxvi. vol. ii. p. 51, ed. Dind. II. GREEK EDUCATION. 31 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,1 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. Each 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 : 2 the student reads the first sentence of Xenophon's Memora bilia, and makes his criticism upon it : " ' I have often wondered what in the world were the grounds on which Eather . . . . ' 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 Greed, vol. i. : the account here followed is mainly that of the Progymnasmata of Theo of Smyrna (circ. a.d. 130). There is a letter of Dio Chrysostom, printed among his speeches, Oral. xvii. irept Aoyov do-Kiycrewg, ed. Dind. i. 279, con sisting of advice to a man who was beginning the study of Ehetoric 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. 20. 32 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;1 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 Ehetoric 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)."2 To a considerable extent there prevailed, in addition to" Belles Lettres and Ehetoric, a teaching of Philoso phy. It was tfefTfig^e&Ufil^wfft in the education of the average Greek of the period. Logic, in the form of Dialectic, was common to Philosophy and Ehetoric. Every one learnt to argue : a large number learnt, in addition, the technical terms of Philosophy and the out lines of its history. Lucian3 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. Mart. 10. 10. s Ihrmolim. 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 ewn, 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.1 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 dvayv&vai, legcre, the professor hravayvSvai, preelcgcrc. 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 litterateur ; the only difference is, that I interpret Chrysippus instead of Homer."1 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,2 "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 (TraiSeiav), as being, I suppose, an amusement (TraiSlav), and think that a man who knows most literature^ Persian and Greek and Syrian and Phoenician — is- the wisest and best-educated man; and then, on the other hand, when they find a man of this sort to he 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 gopd kind of education — men with manly souls, and educated as 1 Enchir. 49 : see also Diss. 3. 21, quoted below, p. 102. s Or at. 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 Eusticus," he says,1 " 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." II. 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 jpufefodafe, 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.2 The students who so went away 1 i.7. 2 This higher education was not confined to Eome 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 Ehodes and Smyrna, at Ephesus and Byzantium, at Naples and Nlcopolis, at Bordeaux and d2 36 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 mediaeval Universities, had sometimes to beg their bread.1 "You are a miserable race," says Epictetus2 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 Eome 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.3 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 encyclopaedias, but who only raised doubts when they did return home whether their educa tion had done them any good.4 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'it : 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, ProhEeresius and Hephajstion : 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. Prohceres. p. 78). 2 Diss. 1. 9. 19. s IL 2. 21. 12; 3. 24. 54. - lb. 2.21. 12, 13, 15; 3. 24. 22,24. II. GREEK EDUCATION. 37 from the lecture-room to athletic sports or the theatre ; "and the consequence is," says Epictetus,1 "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.2 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,3 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 of on the speaker." In a similar way Philo,4 also speak 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,5 who 1 lb. 3. 16. 14, 15. 2 lb. 1. 26. 9. 3 De audiendo, 13, vol. ii. p. 45. The passage is abridged above. * Quis rer. div. heres. 3, vol, i. p. 474. 5 For example, Verrius Flaccus, the father of the system of " prize essays," who received an annual salary of 100,000 sesterces from 38 II. 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 Ehetoric at Eome with an annual grant of 100,000 sesterces from the imperial treasury. Hadrian founded an Athenseum or University at Eome, 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 Ehetoric, and one of the old or forensic Ehetoric.1 Augustus (Suet, de illustr. 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 foederis interitu usque ad Antoninorum tempora, Gbttingen, 1829 ; K. O. Miiller, Quam curam respublica apud Grcecos et Romanos Uteris doctrinisque colendis et promovendis impendent, Gbttingen (Programm zur Sacularfeier), 1837; P. Seidel, de scholarum quae florente Romanorum imperio Athenis exstiterunt conditione, Glogau, 1838 ; C. G. Zumpt, Ueber den Bestand der philosophischen Schulen in Athen und die Succession der Scholar- then, Berlin (Ahhandl. der Akademie der Wissenschaften), 1843; L. II. GREEK EDUCATION. 39 (b) The immunities of the teaching classes began with Julius Csesar, 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.1 They exempted those whom they affected from all the "Weber, Commentatio de academia liter aria Aiheniensium, Marburg, 1858. There is an interesting Boman inscription of the end of the second century a.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, vewKopov tov p.eyd\\ov 2a/>a7riS]os kcxi t!ov iv rif Movo-etij) \creiTov\p.kvu>v areAcor v, Corpus Inscr. Graec. 5914. 1 The edict of Antoninus Pius is contained in L. 6, § 2, D. de ex- cusat. 27. 1 : the number of philosophers is not prescribed, " quia rari sunt qui philosophantur :" and if they make stipulations about pay, ¦"Hide iam manifesti fient non philosophantcs." The nature of the immunities is described, ibid. § 8 : "a ludorum publicorum regimine, ab sedilitate, a sacerdotio, a reception o militum, ab emtione f rumen ti, •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 ludi magistri 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 liber alibus urbis Rotnce et Constantwopolitance ; and for a good popular account of the whole subject, see G. Boissier, L'instruction publique dans I'empire Romain, in the Revue des Deux Mondes, mars 15, 1884. 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 Ehetoric to speak upon any theme which might be proposed to him, and the professor of Philoso phy to read a discourse upon morals. A " sermonette" from one of these professional philosophers after dinner was as much in fashion as a piece of vocal or instrumental music is with us.1 All three kinds of professors were sometimes part of the permanent retinue of a great house hold. But the philosophers were even more in fashion than their brother professors. They were petted by great ladies. They became " domestic chaplains." 2 They were 1 Lucian's Convivium is a humorous and satirical description of such a dinner. The philosopher reads his discourse from a small- fihely- written manuscript, c. 17. The Deipnosophistm of Athenajns, and the Quastiones Conviviales of Plutarch, are important literary monuments of the practice. 2 An interesting corroboration of the literary references is afforded by the mosaic pavement of a large villa at Hammam Grous, near Milev, in North Africa, where "the philosopher's apartment," or "chaplain's roQm" (filosophi locus), is specially marked, and near it is a lady (the- mistress of the house 1) sitting under a palm-tree. (The inscription is given in the Corpus Inscr. Lot. vol. viii. No. 10890, where reference is made to a drawing of the pavement in Bousset, Les Bains de Pom- peianus, Constantine, 1879). II. GREEK EDUCATION. 41 sometimes, indeed, singularly like the chaplains of whom we read in novels of the last century. Lucian, in his essay " On Persons who give their Society for Pay," has some amusing vignettes of their life. One is of a philo sopher who has to accompany his patroness on a tour : he is put into a waggon with the cook and the lady's- maid, and there is but a scanty allowance of leaves thrown in to ease his limbs against the jolting.1 Another is of a philosopher who is summoned by his lady and complimented, and asked as an especial favour, "You are so very kind and careful : will you take my lapdog into the waggon with you, and see that the poor creature does not want for anything ?" 2 Another is of a philoso pher who has to discourse on temperance while his lady is having her hair braided : her maid comes in with a billet-doux, and the discourse on temperance is suspended until she has written an answer to her lover.3 Another is of a philosopher who only gets his pay in doles of two or three pence at a time, and is thought a bore if he asks for it, and whose tailor or shoemaker is meanwhile wait ing to be paid, so that even when the money comes it seems to do him no good.4 It is natural to find that Philosophy, which had thus become a profession, had also become degenerate. It afforded an easy means of livelihood. It was natural that some of those who adopted it should be a disgrace to their profession. And although it would be unsafe to take every description of the great satirist literally, yet it is difficult to believe that there is not a substantial foundation, of truth in his frequent 1 Lucian, de mere. cond. 32. • 2 jj. 34. a ^ 36. * lb. 38. 42 II. GREEK EDUCATION. caricatures. The fact of their frequency, and also the fact that such men as he describes could exist, strengthen the inference" which other facts enable us to draw, as to the large place which the professional philosophers, occupied,in contemporary society. The following is his picture of Thrasycles : 1 " He comes along with his beard spread out and his eyebrows raised, talking solemnly to himself, with a Titan-like look in his eyes, with his hair thrown back from his forehead, the very picture of Boreas or Triton, as Zeuxis painted them. This is the man who in the morning dresses himself simply, and walks sedately, and wears a sober gown, and preaches long sermons about virtue, and inveighs against the votaries of pleasure : then he has his bath and goes to dinner, and the butler offers him a large goblet of wine, and he drinks it down with as much gusto as if it were the water of Lethe : and he behaves in exactly the opposite way to his sermons of the morning, for he snatches all the tit-bits like a hawk, and elbows his neighbour out of the way, and he peers into the dishes with as keen an eye as if he were likely to find Virtue herself in them ; and he goes on preaching all the time about temperance and moderation, until ' he is so dead-drunk that the servants have to carry, him out. Nay, besides this, there is not a man to beat him in the way of lying and braggadocio and avarice : he is the first of flatterers and the readiest of perjurers : chicanery leads the way, and impudence follows after : in fact, he is clever all roirnd, doing to perfection whatever he touches." 4. But nothing could more conclusively prove the great hold which these forms of education had upon their time than the fact of their persistent survival. It might be maintained that the prominence which is given to them in literature, their endowment by the State, and 1 Timon, 50, 51. II. GREEK EDUCATION. 43 their social influence, represented only a superficial and passing phase. But when the product of one generation spreads its branches far and wide into the generations that succeed, its roots must be deep and firm in the generation from which it springs. No lasting element of civilization grows upon the surface. Greek education has been almost as permanent as Christianity itself, and for similar reasons. It passed from Greece into Africa and the West. It had an especial hold first on the Eoman and then upon the Celtic and Teutonic populations of Gaul ; and from the Gallican schools it has come, proba bly by direct descent, to our own country and our own time. Two things especially have come : (i.) The place which literature holds in general edu cation. We educate our sons in grammar, and in doing so we feed them upon ancient rather than upon English literature, by simple continuation of the first branch of the mediseval trivium, which was itself a continuation of the Greek habit which has been described above. (ii.) The other point, though less important in itself, is even more important as indicating the strength of the Greek educational system. It is that we retain still its technical terms and many of its scholastic usages, either in their original Greek form or as translated into Latin and modified by Latin habits, in the schools of the West. The designation "professor" comes to us from the Greek sophists, who drew their pupils by promises : to "profess" was to "promise," and to promise was the characteristic of the class of teachers with whom in the fourth century B.C. Greek education began. The title 44 II. GREEK EDUCATION. lost its original force, and became the general designation' of a public teacher, superseding the special titles, "phi losopher," "sophist," "rhetorician," "grammarian," and ending by being the synonym of "doctor."1 The practice of lecturing, that is of giving instruction by reading an ancient author, with longer or shorter comments upon his meaning, comes to us from the schools in which a passage of Homer or Plato or Chrysippus was read and explained. The " lecture" was probably in the first instance a student's exercise : the function of the teacher was to make remarks or to give his judgment upon the explanation that was given : it was not so much leg ere as prtvlegere, whence the existing title of " prse* lector."2 The use of the word " chair" to designate the teacher's office, and of the word "faculty" to denote the branch of knowledge which he teaches, are similar survivals of Greek terms.3 1 Profiteri, professio, are the Latin translations of ra-ayyeAAecrflcu, eirayyeXta : the latter words are found as early as Aristotle in connect tion with the idea of teaching, tci 8e TrokiTiKa hrayyiXXovrai fiev SlSoxtkuv ot ctoc/ho-tcu irpaTTti S avrZv oiScis, Arist. Eth. N. 10. 10, p. 1180 J, and apparently tow errayyeWopevovs is used absolutely for "professors'' in Soph. Elench. 13, p. 172 a. The first use of profiteri in an absolute sense in Latin is probably in Pliny, e.g. Ep. 4. 11. 1, "audistine V. Licinianum in Sicilia profiteri," "is teaching rhetoric." 2 See note on p. 33 : an early use of prcelegere in this sense is Quintil. 1. 8. 13. 3 Facultas is the translation of 6wa/us in its meaning of an art or a branch of knowledge, which is found in Epictetus and elsewhere, e.g. Diss. 1. 8 tit., 8, 15, chiefly of logic or rhetoric : a writer of the end of the third century draws a distinction between '8vvdp,eis and Tex"01' and classes rhetoric under the former : Menander, ILepl eiriSeiKTiKUK, ; in Walz, Rhett. Gr. voL ix. 196. " • II. GREEK EDUCATION. 45 The use of academical designations as titles is also Greek : it was written upon a man's tombstone that he was "philosopher" or "sophist," "grammarian" 01 "rhetorician," as in later times he would be designated M.A. or D.D.1 The most interesting of these designations is that of " sophist." The long academical history of the word only ceased at Oxford a few years ago, when the clauses relating to "sophistee generales" were erased as obsolete from the statute-book. The restriction of the right to teach, and the mode of testing a man's qualifications to teach, have come to us from the same source. The former is probably a result of the fact which has been mentioned above, that the teachers of liberal arts were privileged and endowed. The State guarded against the abuse of the privilege, as in subsequent times for similar reasons it put limitations upon the appointment of the Christian clergy. In the case of some of the professors at Athens who were en dowed from the imperial chest, the Emperors seem to have exercised a certain right of nomination, as in our own country the Crown nominates a "Eegius Professor;" 2 1 Instances of this practice are : (1) grammaticus, in Hispania Tar- raconensis, Corpus Inscr. Lat. ii. 2892, 5079 ; magister artis gram matical, at Saguntum, ibid. 3872 ; magister grammaticus Graicus, at Cordova, ibid. 2236 ; grammaticus Grcecus, at Trier, Corpus Inscr. Rhenan. 801: (2) philosophus, in Greece, Corpus Inscr. Grwc. 1253; in Asia Minor, ibid. 3163 (dated a.d. 211), 3198, 3865, add. 4366 if 2; in Egypt, ibid. 4817; sometimes with the name of the school added, e.g. at Chreronea, cj>i.\6o-ov dplo-rtoy, which last words have been variously understood : see the treatises mentioned above, note 1, p. 38, especially Ahrens, p. 74, Zumpt, p. 28. In the case of Libanius, there was a il/faivpa (Liban. de fort, sua, vol. i. p. 59), which points to an assimi lation of Athenian usage in his time, to that which is mentioned in the following note. 2 This was fixed by a law of Julian in 362, which, however, states it as a concession on the part of the Emperor : "quia singulis civitati- bus adesse ipse non possum, jubeo quisquis docere vult non rcpente nee temere prosiliat ad hoc munus sed judicio ordinis probatns decretum curialium mereatur, optimorum conspirante consilio," Cod. Theoiot. 13. 3. 5 ; but the nomination ,was still sometimes left to the Emperor or his chief officer, the prefect of the city. This has an especial interest in connection with the history of St. Augustine : a request was sent from Milan to the prefect of the city at Eome for the nomination of a magister rhetorics: St. Augustine was sent, and so came under the influence of St. Ambrose, S. Aug. Confess. 5. 13. 3 This is mentioned in a law of Gordian : " grammaticos seu oratores decreto ordinis probatos, si non se utiles studentibus prsebeant, clenuo ab eodeni ordine reprobari posse incognitum non est," Cod. Justin, 10. 52. 2. A professor was sometimes removed for other reasons besides incompetency, e.g. Prohaeresius was removed by Julian for being a Christian, Eunap. Prohceres. p. 92. II. GREEK EDUCATION. 47 office. It was sometimes superseded by a sort of conge* d'elire from the Emperor ; 1 but in ordinary cases it con sisted in the candidate's giving a lecture or taking part in a discussion before either the Emperor's representative or the City Council.2 It was the small beginning of that system of " examination" which in our own country and time has grown to enormous proportions. The successful , candidate was sometimes escorted to his house, as a mark of honour, by the proconsul and the " examiners," just as in Oxford, until the present generation, a "grand compounder" might claim to be escorted home by the Vice-chancellor and Proctors.3 In the fourth century appear to have come restrictions not only upon teaching, but also upon studying : a student might probably go to a lecture, but he might not formally announce his devo tion to learning by putting on the student's gown without the leave of the professors, as in a modern University a student must be formally enrolled before he can assume the academical dress.4 The survival of these terms and usages, as indicating 1 Alexander of Aphrodisias, de Fato, 1, says that he obtained his professorship on the testimony, vtto rrjs papTvpla?, of Severus and Caracalla. 2 The existence of a competition appears in Lucian, Eunuchus, 3, 5 : the fullest account is that of Eunapius, Prohceres. pp. 79 sqq. s Eunapius, ibid. p. 84. 4 Olympiodorus, ap. Phot. Biblioth. 80; S. Greg. Naz. Orat. 43 (20). 15, vol. i. p. 782; Liban. de fort, sua, vol. i. p. 14. The admission was probably the occasion of some academical sport : the novice was marched in mock procession to the baths, whence he came out with his gown on. It was something like initiation into a religious guild or order. There was a law against any one who assumed the philosopher's dress without authority, "indebite et insolenter," Cod. Tlieodos. 13. 3. 7. 48 II. GREEK EDUCATION. the strength of the system to which they originally' belonged, is emphasized by the fact that for a long interval of time there are few, if any, traces of them.1 They are found in full force in Gaul in the fifth and sixth centuries: they are found again when education began to revive on a large scale in the tenth century* they then appear, not as new creations, but as terms and usages which had lasted all through what has been called « the Benedictine era," 2 without special nurture and with out literary expression, by the sheer persistency of their original roots. This is the feature of the Greek life into which Chris tianity came to which I first invite your attention. There was a complex system of education, the main elements in which were the knowledge of literature, the cultivation of literary expression, and a general acquaintance with the rules of argument. This education was widely dif fused, and had a great hold upon society. It had been at work in its main outlines for several centuries. Its 1 The last traces are in the Christian poets : for example, in Sidonius Apollinaris (+482), Carm. xxiii. 211, ed. Luetjohann, " quicquid rhe torical institutionis, quicquid grammaticalis aut palaestrae est;'' in Ennodius (+521), Carm. cexxxiv. p. 182, ed. Vogel, and in Ep. 94, which is a letter of thanks to a grammarian for having successfully instructed the writer's nephew ; in Venantius Eortunatus (+ 603), who speaks of himself as " Parvula grammaticse lambens refluamina guttffi, Rhetorici exiguum proslibans gurgitis haustum," V. Martini, i. 29, 30, ed. Leo ; but there are traces in the same poets of the antagonism between classical and Christian learning which ultimately led to the disappearance of the former, e.g. Fortunatus speaks of Martin as "doctor apostolicus vacuans ratione sophistas," V. Martini, i. 139. 2 " La periode benedictine," Leon Maitre, Les ecoles episcopates d monastiques de V Occident, p. 173. II. GREEK EDUCATION. 49 effect in the second century of our era had been to create a certain habit of mind. When Christianity came into contact with the society in which that habit of mind existed, it modified, it reformed, it elevated, the ideas which it contained and the motives which stimulated it to action ; but in its turn it was itself profoundly modi fied by the habit of mind of those who accepted it. It was impossible for Greeks, educated as they were with an education which penetrated their whole nature, to receive or to retain Christianity in its primitive sim plicity. Their own life had become complex and arti ficial : it had its fixed ideas and its permanent categories : it necessarily gave to Christianity something of its own form. The world of the time was a world, I will not say like our own world, which has already burst its bonds, but like the world from which we are beginning to be emancipated — a world which had created an artificial type of life, and which was too artificial to be able to recognize its own artificiality — a world whose schools, instead of being the laboratories of the knowledge of the future, were forges in which the chains of the present. were fashioned from the knowledge of the past. And if,. on the one hand, it incorporated Christianity with the larger humanity from which it had at first been isolated, yet, on the other hand, by crushing uncultivated earnest ness, and by laying more stress on the expression of ideas than upon ideas themselves, it tended to stem the very forces which had given Christianity its place, and to change the rushing torrent of the river of God into a broad but feeble stream. Lecture III. GEEEZ AND CHEISTIAN EXEGESIS. Two thousand years ago, the Greek world was nearer than we are now to the first wonder of the invention of writing. The mystery of it still seemed divine. The fact that certain signs, of little or no meaning in themselves, could communicate what a man felt or thought, not only to the generation of his fellows, but also to the generations that came afterwards, threw a kind of glamour over written words. It gave them an importance and an im pressiveness which did not attach to any spoken words, They came in time to have, as it were, an existence of their own. Their precise relation to the person who first uttered them, and their literal meaning at the time of their utterance, tended to be overlooked or obscured. , In the case of the ancient poets, especially Homer, this glamour of written words was accompanied, and perhaps had been preceded, by two other feelings. The one was the reverence for antiquity. The voice of the past sounded with a fuller note than that of the present. It came from the age of the heroes who had become divinities. It expressed the national legends , and the current mythology, the primitive types of noble life and the simple maxims of awakening reflection,, the III. GREEK AND CHRISTIAN EXEGESIS. 51 "wisdom of the ancients," which has sometimes itself taken the place of religion. The other was the belief in V inspiration. With the glamour of writing was blended the glamour of rhythm and melody. When the gods spoke, they spoke in verse.1 The poets sang under the impulse of a divine enthusiasm. It was a god who gave the words : the poet was but the interpreter.2 The belief was not merely popular, but was found in the best minds of the imperial age. " Whatever wise and true words were spoken in the world about God and the universe, came into the souls of men not without the Divine will and intervention through the agency of divine and pro phetic men." 3 " To the poets sometimes, I mean the very ancient poets, there came a brief utterance from the Muses, a kind of inspiration of the divine nature and truth, like a flash of light from an unseen fire."4 The combination of these three feelings, the mystery of writing, the reverence for antiquity, the belief in inspiration, tended to give the writings of the ancient poets a unique value. It lifted them above the common limitations of place and time and circumstance. The verses of Homer were not simply the utterances of a particular person with a particular meaning for a par- 1 "Dictae per carmina sortes," Hor. A. P. 403. But it may be inferred from the title of Plutarch's treatise, Ilepl tou pi) \P^V tp-perpa vvv t^v TLvOtav, that the practice had ceased in the second century. 2 Cf. e.g. Pindar, Frag. 127(118), p.avrevto p.oivcrcw T€ koi dXrjddas KaOdirep avyr) 7rupos k£ dtpavovs Xapij/avTos. e2 52 III. GREEK and christian exegesis. ticuiar time. They had a universal validity. They were the voice of an undying wisdom. They were the Bible of the Greek races.1 When the unconscious imitation of heroic ideals passed into a conscious philosophy of life, it was necessary that that philosophy should be shown to be consonant with current beliefs, by being formulated, so to speak, in terms of the current standards ; and when, soon afterwards, the conception of education, in the sense in which the tenia has ever since been understood, arose, it was inevitable that the ancient poets should be the basis of that educa tion. Literature consisted, in effect, of the ancient poets. Literary education necessarily meant the understanding of them. " I consider," says Protagoras, in the Platonic dialogue which bears his name,2 " that the chief part of a man's education is to be skilled in epic poetry ; and this means that he should be able to understand what the 1 It was a natural result of the estimation in which he was held that he should sometimes have been regarded as being not only inspired, but divine : the passages which refer to this are collected in G. Cuper, Apotheosis vel consecratio Homeri (in vol. ii. of Polenus's Supplement to Gronovius's Thesaurus), which is primarily a commentary on the, bas-relief by A rchelaus of Priene, now in the British Museum (figured, e.g. in Overbeck, Geschichte der griechischen Plastik, ii. 333). The idea has existed in much more recent times, not indeed that he was divine, but that so much truth and wisdom could not have existed outside Judaea. There is, for example, a treatise by G. Croesus, en titled, oprjpos eppaios sive historia Hehrceorwm, ab Homer o Hebraicis nominibus ac sententiis conscripta in Odyssea et Iliade, Dordraci, 1704, which endeavours to prove both that the name Homer is a Hebrew word, that the Iliad is an account of the conquest of Canaan, and that the Odyssey is a narrative of the wanderings of the children of Israel up to the death of Moses. a Plat. Protag. 72, p. 339 a. III. GREEK AND CHRISTIAN EXEGESIS. 53 poets have said, and whether they have said it rightly or not, and to know how to draw distinctions, and to give an answer when a question is put to him." The educators recognized in Homer one of themselves: he, too, was a " sophist," and had aimed at educating men.1 Homer was the common text-book of the grammar-schools as long as Greek continued to be taught, far on into imperial times. The study of him branched out in more than one direction. It was the beginning of that study of literature for its own sake which still holds its ground. It was continued until far on in the Christian era, partly by the schools of textual critics, and partly by the suc cessors of the first sophists, who sharpened their wits by disputations as to Homer's meaning, posing difficulties and solving them : of these disputations some relics sur vive in the Scholia, especially such as are based upon the Questions of Porphyry.2 But in the first conception, lite rary and moral education had been inseparable. It was impossible to regard Homer simply as literature. Literary education was not an end in itself, but a means. The end was moral training. It was imagined that virtue, no less than literature, could be taught, and Homer was the basis of the one kind of education no less than of the other. Nor was it difficult for him to become so. Eor though the thoughts of men had changed, and the new 1 Ibid. 22, p. 3176 : 6p.o\oy£> T€ «rr>)s eTvai kcu TraiStveiv dv6pi!>- irovs. Eor detailed information as to the relation between the early •sophists and Homer, reference may be made to a dissertation by W. 0. Friedel, de sophistarum studiis Homericis, printed in the Dissertationes philologicce Halenses, Halis, 1873. 2 Cf. H. Schrader, uber die porphyrianischen Ilias-Scholien, Ham burg, 1872. 54 III. GREEK AND CHRISTIAN EXEGESIS. education was bringing in new conceptions of morals, Homer was a force which could easily be turned in new 'directions. All imaginative literature is plastic when it is used to enforce a moral ; and the sophists could easily preach sermons of their own upon Homeric texts. There was no fixed traditional interpretation ; and they were but following a current fashion in drawing their own meanings from him. He thus became a support, and not a rival. The Ilippias Minor of Plato furnishes as pertinent instances as could be mentioned of this educa tional use of Homer. The method lasted as long as Greek literature. It is found in full operation in the first centuries of our era. It was explicitly recognized, and most of the prominent writers of the time supply instances of its application. "In the childhood of the world," says Strabo,1 "men, like children, had to be taught by tales ; " and Homer told taleswith a moral purpose. ' ' It has been contended," he says again,2 "that poetry was meant only to please:"" on the contrary, the ancients looked upon poetry as a form of philosophy, introducing us early to the facts of life, and teaching us in a pleasant way the characters and ieelings and actions of men. It was from Homer that moralists drew their ideals : it was his verses that were quoted, like verses of the Bible with us, to enforce moral truths. There is in Dio Chrysostom3 a charming "imaginary conversation" between Philip and Alexander. "How is it," said the father, "that Homer is the only poet you care for : there are others 1 Strab. 1. 2. 8. 2 Id. 1. 2. 3. 8 Dio Chrys. Orat. 2, vol. i. pp. 19, 20. III. GREEK AND CHRISTIAN EXEGESIS. 55 who ought not to be neglected?" "Because," said the son, "it is not every kind of poetry, just as it is not every kind of dress, that is fitting for a king; and the poetry of Homer is the only poetry that I see to be truly noble and splendid and regal, and fit for one who will some day rule over men." And Dio himself reads into Homer many a moral meaning. When, for example,1 the poet speaks of the son of Kronos having given the staff and rights of a chief that he might take counsel for the people, he meant to imply that not all kings, but only those who have a special gift of God, had that staff and those rights, and that they had them, moreover, not for their own gratification, but for the general good; he meant, iu fact, that no bad man can be a true master either of himself or of others — no, not if all the Greeks and all the barbarians join in calling him king. It was not only the developing forms of ethics that were thus made to find a support in Homer, but all the varying theories of physics and metaphysics, one by one. The Heracliteans held, for example, that when Homer spoke of " Ocean, the birth of gods, and Tethys their mother," he meant to say that all things are the offspring of flow and movement.2 The Platonists held that when Zeus reminded Hera of the time when he had hung her trembling by a golden chain in the vast concave of heaven, it was God speaking to matter which he had 1 Dio Chrys. Orat. 1, vol. i. p. 3. 2 Plat. Thecet. 9, p. 152 d, quoting Horn. II. 14. 201—302. In later times, the same verse was quoted as having suggested and supported' the theory of Thales, Irenaeus, 2. 14 ; Theodoret, Gmc. Affect. Cur. 2. 9. 56 III. GREEK AND CHRISTIAN EXEGESIS. taken and bound by the chains of laws.1 The Stoics read into the poets so much Stoicism, that Cicero says, in good- humoured banter, that you would think the old poets, who had really no suspicion of such things, to have been Stoical philosophers.2 Sometimes Homer was treated as a kind of encyclopaedia. Xenophon, in his Banquet? makes one of the speakers, who could repeat Homer by heart, say that " the wisest of mankind had written about almost all human things ;" and there is a treatise by an unknown author of imperial times which endeavours to show in detail that he contains the beginning of every one of the later sciences, historical, philosophical, and politi cal.4 When he calls men deep-voiced and women high- voiced, he shows his knowledge of the distinctions of music. When he gives to each character its appropriate style of speech, he shows his knowledge of rhetoric. He is the father of political science, in having given exam ples of each of the three forms of government — monarchy, aristocracy, democracy. He is the father of military , science, in the information which he gives about tactics and siege-works. He knew and taught astronomy and medicine, gymnastics and surgery; "nor would a man be wrong if he were to say that he was a teacher of painting also." This indifference to the actual meaning of a writer, 1 Celsus in Origen, c. Cels. 6. 42, referring to Horn. II. 15. 18 sqq. 2 Cic. N. D. 1. 15 : "ut etiam veterrimi pcetse, qui haec ne quidem suspicati sint, Stoici fuisse videantur." 3 Xen. Sympos. 4. 6 ; 3. 5. 4 Ps-Plutarch, de vita etpoesi Homeri, vol. v. pp. 1056 sqq., chapters 148, 164, 182, 192, 216. III. GREEK AND CHRISTIAN EXEGESIS. 57 and the habit of reading him by the light of the reader's own fancies, have a certain analogy in our own day in the feeling with which we sometimes regard other works of art. We stand before some great masterpiece of paint ing — the St. Cecilia or the Sistine Madonna — and are, as it were, carried off our feet by the wonder of it. We must be cold critics if we simply ask ourselves what Eaffaelle meant by it. We interpret it by our own emo tions. The picture speaks to us with a personal and individual voice. It links itself with a thousand memo ries of the past and a thousand dreams of the future. It translates us into another world — the world of a lost and impossible love, the dreamland of achieved aspirations, the tender and half -tearful heaven of forgiven sins : we are ready to believe, if only for a moment, that Eaffaelle meant by it all that it means to us ; and for what he did actually mean, we have but little care. But these tendencies to draw a moral from all that Homer wrote, and to read philosophy into it, though common and permanent, were not universal. There was an instinct in the Greek mind, as there is in modern times, which rebelled against them. There were literal- ists who insisted that the words should be taken as they stood, and that some of the words as they stood were clearly immoral.1 There were, on the other hand, apolo- 1 The earliest expression of this feeling is that of Xenophanes, which is twice quoted by Sextus Empiricus, adv. Gramm. 1. 288, adv. Phys. 9. 193 : irdvTa, 6eois dveOrjKav Oprjpos 6 Ho-ioSos re wra-a Trap dvBpunrouriv oveiSta Kal ^oyos tort. 58 III. GREEK AND CHRISTIAN EXEGESIS. gists who said sometimes that Homer reflected faithfully the chequered lights and shadows of human life, and sometimes that the existence of immorality in Homer must clearly be allowed, but that if a balance were struck between the good and the evil, the good would be found largely to predominate.1 There were other apologists who made a distinction between the divine and the human elements: the poets sometimes spoke, it was said, on their own account: some of their poetry was inspired, and some was not : the Muses sometimes left them : " and they may very properly be forgiven if, being men, they made mistakes when the divinity which spoke through their mouths had gone away from them."2 But all these apologies were insufficient. The chasm between the older religion which was embodied in the poets, and the new ideas which were marching in steady progress away from the Homeric world, was widening day by day. A reconciliation had to be found which had deeper roots. It was found in a process of inter pretation whose strength must be measured by its per manence. The process was based upon a natural tendency. The unseen working of the will which lies behind all voluntary actions, and the unseen working of thought which by an instinctive process causes some of those actions to be symbolical, led men in comparatively early times to find a meaning beneath the surface of a record or representation of actions. A narrative of actions, no less than the actions themselves, might be symbolical. It might contain a hidden meaning. Men who retained 1 Plutarch, de aud. poet. c. 4, pp. 24j 25; 2 Lucian, Jupit confut. 2. III. GREEK AND CHRISTIAN EXEGESIS. 59 their reverence for Homer, or who at least were not pre pared to break with the current belief in him, began to search for such meanings. They were assisted in doing so by the concomitant development of the " mysteries." The mysteries were representations of passages in the history of the gods which, whatever their origin, had become symbolical. It is possible that no words of ex planation were spoken in them ; but they were, notwith standing, habituating the Greek mind both to symbolical expression in general, and to the finding of physical or religious or moral truths in the representation of fantastic or even immoral actions.1 It is uncertain when this method of interpretation began to be applied to ancient literature. It was part of the general intellectual movement of the fifth century b.c It is found in one of its forms in Hecatseus, who explained the story of Cerberus by the existence of a poisonous snake in a cavern on the headland of Tsenaron.2 It was elaborated by the sophists. It was deprecated by Plato. 1 The connection of allegory with the mysteries was recognized : Heraclitus Ponticus, c. 6, justifies his interpretation of Apollo as the sun, Ik tZv pwcrTiKtov Aoycoi/ ovs al aTropprjToi TeAfTcu dtoXoyovcri : ps-Demetrius Phalereus, de interpret, c. 99, 101, ap. Walz, Rhett. Gr. IX. p. 47, peyaXetov t'i 1o/3epaiTaTOV Kal aAAos eiKafa dXXo ti . . . Sio Kal ra pvcrrf^pia ev aXXrjyopiais Xkyerai Trpos eKTrXy/^iv Kal (ppiKrjv : so Macrobius, in ¦ Somn. Scip. 1. 2, after an account of the way in which the poets veiled truths in symbols, " sic ipsa mysteria figurarum cuniculis operiuntur nr vel haec adeptis nuda rerum talium se natura praebeat.'' That a phy. sical explanation lay behind the scenery of the mysteries is stated else- where, e.g. by Theodoret, Greec. Affect. Cur. i. vol. iv. p. 721, without being connected with the allegorical explanation of the poets. 2 Pausan. 3. 25. 4—6. 60 III. GREEK AND CHRISTIAN EXEGESIS, " If I disbelieved it," he makes Socrates say,1 in reference to the story of Boreas and Oreithyia, " as the philoso phers do, I should not be unreasonable : then I might say, talking like a philosopher, that Oreithyia was a girl who was caught by a strong wind and carried off while playing on the cliffs yonder ; . . . . but it would take a long and laborious and not very happy lifetime to deal with all such questions : and for my own part I cannot investigate them until, as the Delphian precept bids me, I first Know myself." Nor will he admit allegorical interpretation as a sufficient vindication of Homer: 2 " The chaining of Hera, and the flinging forth of Hephaestus by his father, and all the fightings of gods which Homer has described, we shall not admit into our state, whether with allegories or without them." But the direct line of historical tradition of the method seems to begin with Anaxagoras and his school.3 In Anaxagoras himself the allegory was probably ethical : he found in Homer a symbolical account of the movements of mental powers and moral virtues: Zeus was mind, Athene* was art. But the method which, though it is found in germ among earlier or contemporary writers, seems to have been first formulated by his disciple Metrodorus, was not ethical 1 Plat. Phcedr. p. 229 c. 2 Plat. Resp. p. 378 d. 3 Diogenes Laertius, 2. 11, quotes Favorinus as saying that Anaxa goras was the first who showed that the poems of Homer had virtue and righteousness for their subject. If the later traditions (Georg, Syncellus, Chronogr. p. 149 c) could be trusted, the disciples of Anaxa goras were the authors of the explanations which Plato attributes to ol vvv mpl "Oprjpov Seivol, and which tried by a fanciful etymology to prove that Athene" was vovv n Kal Sidvoiav (Plat. Cratyl. 407 b). ¦ III. GREEK AND CHRISTIAN EXEGESIS. 61 but physical.1 By a remarkable anticipation of a modern science, possibly by a survival of memories of an earlier religion, the Homeric stories were treated as a symbolical representation of physical phenomena. The gods were the powers of nature : their gatherings, their movements, their loves, and their battles, were the play and inter action and apparent strife of natural forces. The method had for many centuries an enormous hold upon the Greek mind ; it lay beneath the whole theology of the Stoical schools ; it was largely current among the scholars and critics of the early empire.2 Its most detailed exposition is contained in two writers, of both of whom so little is personally known that there is a division of opinion whether the name of the one was Heraclitus or Heraclides,3 and of the other Cornutus or 1 Diog. Laert. 2. 11 : Tatian, Orat. ad Grmcos, c. 21, MrjrpoSwpos 8e 6 A.ap\f/aKr)vbs Iv tcJ> Trepl Opvqpov Xtav evr)6(as SieiXeKTai Trdvra els dXXrjyoptav p,erdy(ov. A later tradition used the name of Pherecydes : Isidore, son of Basilides, in Clem. Alex. Strom. 6, p. 767. 2 On the general subject of allegorical interpretation, especially in regard to Homer, reference may be made to N. Schow in the edition of Heraclitus Ponticus mentioned below ; L. H. Jacob, Dissertatio phi- losophica de allegoria Homerica, Halae, 1785 ; C. A. Lobeck, Aglao- phamus, pp. 155, 844, 987 ; Grafenhau, Geschichte der klassischen Philologie, Bd. i. p. 211. It has been unnecessary for the present purpose to make the distinction which has sometimes (e.g. Lauer, Litterarischer Nachlass, ed. Wichmann, Bd. ii. p. 105) been drawn between allegory and symbol. 3 The most recent edition is Heracliti Allegoria; Homerica;, ed. E. Mehler, Leyden, 1851 : that of N. Schow, Gbttingen, 1782, contains a Latin translation, a good essay on Homeric allegory, and a critical letter by Heyne. It seems probable that the treatise is really anonymous, and that the name Heraclitus was intended to be that of the philoso pher of Ephesus : see Diels, Doxographi Grwci, p. 95 n. 62 III. GREEK AND CHRISTIAN EXEGESIS. Phornutus;1 but both were Stoics, both are mosfprobably assigned to the early part of the first century of our era, and in both of them the physical is blended with an ethical interpretation. 1. Heraclitus begins by the definite avowal of his apologetic purpose. His work is a vindication of Homer from the charge of impiety. " He would unquestionably, be impious if he were not allegorical;"2 but as it is, "there is no stain of unholy fables in his words: they are pure and free from impiety."3 Apollo is the sun; the " far-darter" is the sun sending forth his rays : 'when it is said that Apollo slew men with his arrows, it is meant that there was a pestilence in the heat of summer time.4 Athene" is thought : when it is said that Athene* came to Telemachus, it is meant only that the young man then first began to reflect upon the waste and pro fligacy of the suitors : a thought, shaped like a wise old man, came, as it were, and sat by his side.5 The story of Proteus and Eidothea is an allegory of the original formless matter taking many shapes : 6 the story of Ares and Aphrodite and Hephaestus is a picture of iron sub dued by fire, and restored to its original hardness by Poseidon, that is by water.7 1 The most recent, and best critical, edition is by C. Lang, ed. 1881, in Teubner's series. More help is afforded to an ordinary student by that which was edited from the notes of de Villoison by Osann, Gbt tingen, 1844. 2 C 1 , TrdvTbis yap rjo-efirjcrev et prjSkv dXXr]y6pr)o~ev i he defines allegory, c. 5, 6 pev yap dXXa pev dyopevav Tpoiros 'irepa Se cov Aey« o-rjpalvtov iwtovvpios dXXrjyopia KaXeirai. 8 C 2. 4 C. 8. 6 C. 61. 6 c 66. 7 c 69. III. GREEK AND CHRISTIAN EXEGESIS. 63 2. Cornutus writes in vindication not so much of the piety of the ancients as of their knowledge : they knew as much as men of later times, but they expressed it at greater length and by means of symbols. He rests his interpretation of those symbols to a large extent upon etymology. The science of religion was to him, as it has been to some persons in modern days, an extension of the science of philology. The following are examples : Hermes (from ipetv, " to speak") is the power of speech which the gods sent from heaven as their peculiar and distinguishing gift to men. He is called the "conductor," because speech conducts one man's thought into his neighbour's soul. He is the "bright-shiner," because speech makes dark things clear. His winged feet are the symbols of "winged words." He is the "leader of souls," because words soothe the soul to rest; and the "awakener from sleep," because words rouse men to action. The serpents twined round his staff are a symbol of the savage natures that are calmed by words, and their discords gathered into harmony.1 The story of Prometheus ("forethought"), who made a man from clay, is an allegory of the providence and forethought of the universe : he is said to have stolen fire, because it was the forethought of men found out its use : he is said to have stolen it from heaven, because it came down in a lightning-flash : and his being chained to a rock is a picture of the quick inventiveness of human thought chained to the painful necessities of physical life, its liver gnawod at unceasingly by petty cares.2 * c. 16. 2 c. IS. G4 III. GREEK AND CHRISTIAN EXEGESIS. Two other examples of the method may be given from later writers, to show the variety of its application. The one is from Sallust, a writer of the fourth century of our era. He thus explains the story of the judgment. of Paris. The banquet of the gods is a picture of the vast supra-mundane Powers, who are always in each other's society. The apple is the world, which is thrown from the banquet by Discord, because the world itself is the play of opposing forces ; and different qualities are given to the world by different Powers, each trying to win the world for itself ; and Paris is the soul in its sensuous life, which sees, not the other Powers in the world, but only Beauty, and says that the world is the property of Love.1 The other is from a writer of a late but uncertain age. He deals only with the Odyssey. Its hero is the picture; of a man who is tossed upon the sea of life, drifted this way and that by adverse winds of fortune and of passion:: the companions who were lost among the Lotophagi are pictures of men who are caught by the baits of pleasure and do not return to reason as their guide : the Sirens are the pleasures that tempt and allure all men who pass over the sea of life, and against which the only counter- charm is to fill one's senses and powers of mind full of divine words and actions, as Odysseus filled his ears with wax, that, no part of them being left empty,, pleasure may knock at their doors in vain.2 1 Sallust, de diis et mundo, c. 4, in Mullach, Fragmenta Philoso- phorum Gracorum, vol. iii. p. 32. 2 Incerti Scriptoris Grxci Fabula; aliquot Homerica de Vlixis error!- bus ethice explicate, ed. J. Columbus, Leiden, 1745. III. GREEK AND CHRISTIAN EXEGESIS. 65 The method survived as a literary habit long after its original purpose failed. The mythology which it had been designed to vindicate passed from the sphere of religion into that of literature ; but in so passing, it took with it the method to which it had given rise. The habit of trying to find an arriere pensee beneath a man's actual words had become so inveterate, that all great writers without distinction were treated as writers of riddles. The literary class insisted that their functions were needed as interpreters, and that a plain man could not know what a great writer meant. "The use of symbolical speech," said Didymus, the great grammarian of the Augustan age, " is characteristic of the wise man, and the explanation of its meaning."1 Even Thucydides is said by his biographer to have purposely made his style obscure that he might not be accessible except to the truly wise.2 It tended to become a fixed idea in the minds of many men that religious truth especially must be wrapped up in symbol, and that symbol must contain religious truth. The idea has so far descended to the present day, that there are, even now, persons who think that a truth which is obscurely stated is more worthy of respect, and more likely to be divine, than a truth which "he that runs may read." The same kind of difficulty which had been felt on a , 1 Clem. Alex. Strom. 5. 8, p. 673. 8 Marcellinus, Vita Tliucydidis, c. 35, dcraatvr]Tai Travrl tcJ! jSovAo/ieVc^ voovpevos eu^epus dAAa tois Xiav croc/>ois oWi/ta£o/xeyos Trapa tovtois B-avpa^rah r 66 III. GREEK AND CHRISTIAN EXEGESIS. large scale in the Greek world in regard to Homer, was felt in no less a degree by those Jews who had become students of Greek philosophy in regard to their own sacred books. The Pentateuch, in a higher sense than Homer, was regarded as having been written under the inspiration of God. It, no less than Homer, was so inwrought into the minds of men that it could not be set aside. It, no less than Homer, contained some things which, at least on the surface, seemed inconsistent with morality. To it, no less than to Homer, was applicable the theory that the words were the veils of a hidden meaning. The application fulfilled a double purpose : it enabled educated Jews, on the one hand, to reconcile their own adoption of Greek philosophy with their continued adhesion to their ancestral religion, and, on the other hand, to show to the educated Greeks with whom they associated, and whom they frequently tried to convert, that their literature was neither barbarous, nor unmeaning, nor immoral. It may be conjectured ¦ that, just as in Greece proper the adoption of the allego rical method had been helped by the existence of the mysteries, so in Egypt it was helped by the large use in earlier times of hieroglyphic writing, the monuments of which were all around them, though the writing itself had ceased.1 The earliest Jewish writer of this school of whom any remains have come down to us, is reputed to be Aristo- bulus (about b.c 170 — 150).2 In an exposition of tha 1 The analogy is drawn by Clem. Alex. Strom. 5, chapters 4 and 7. 2 It is impossible not to mention Aristobulus : he is quoted by Clement of Alexandria (Strom. 1. 15, 22; 5. 14; 6. 3), and extracts III. GREEK AND CHRISTIAN EXEGESIS. 67 Pentateuch which he is said to have addressed to Ptolemy Philometor, he boldly claimed that, so far from the Mosaic writings being outside the sphere of philosophy, the Greek philosophers had taken their philosophy from them. "Moses," he said, "using the figures of visible things, tells us the arrangements of nature and the constitutions of important matters." The anthropomorphisms of the Old Testament were explained on this principle. The "hand" of God, for example, meant His power, His " feet," the stability of the world. But by far the most considerable monument of this mode of interpretation consists of the works of Philo. They are based throughout on the supposition of a hidden meaning. But they carry us into a new world. The hidden meaning is not physical, but metaphysical and spiritual. The seen is the veil of the unseen, a robe thrown over it which marks its contour, "and half con ceals and half reveals the form within." It would be easy to interest you, perhaps even to amuse you, by quoting some of the strange meanings which Philo gives to the narratives of familiar incidents. But I deprecate the injustice which has sometimes been done to him by taking such meanings apart from the historical circumstances out of which allegorical inter pretation grew, and the purpose which it was designed to serve. I will give only one passage, which I have chosen because it shows as well as any other the contem- from him are given by Eusebius (Prap. Evang. 8. 10; 13. 12; but the genuineness of the information that we possess about him is much controverted and has given rise to much literature, of which an account will be found in Schiirer, Geschichte des judischen Volkes, 2er Th. p. 760; Drummond, Philo-Judaus, i. 242. F2 68 III. GREEK AND CHRISTIAN EXEGESIS. porary existence of both the methods of interpretation of which I have spoken — that of finding a moral in every narrative, and that of interpreting the narrative symboli cally: the former of these Philo calls the literal, the latter the deeper meaning. The text is Gen. xxviii. 11, " He took the stones of that place and put them beneath his head ;" the commentary is : 1 "The words are wonderful, not only because of their alle gorical and physical meaning, but also because of their literal teaching of trouble and endurance. The writer does not think that a student of virtue should have a delicate and luxurious life, imitating those who are called fortunate, but who are in reality full of misfortunes, eager anxieties and rivalries, whose whole life the Divine Lawgiver describes as a sleep and a dream. These are men who, after spending their days in doing injuries to others, return to their homes and upset them — I mean, not the houses they live in, but the body which is the home of the soul — by immoderate eating and drinking, and at night lie down in soft and costly beds. Such men are not the disciples of the sacred word. Its disciples are real men, lovers of tempe rance and sobriety and modesty, who make self-restraint and contentment and endurance the corner-stones, as it were, of their lives : who rise superior to money and pleasure and fame : who are ready, for the sake of acquiring virtue, to endure hunger and thirst, heat and cold: whose costly couch is a soft turf, whose bedding is grass and leaves, whose pillow is a heap of stones or a hillock rising a little above the ground. Of such men, Jacob is an example : he put a stone for his pillow : a little while afterwards (v. kO), we find him asking only for nature's wealth of food and raiment : he is the archetype of a soul that disciplines itself, one who is at war with every kind of effemi nacy. " But the passage has a further meaning, which is conveyed in symbol. You must know that the divine place and the holy 1 Philo, de somniis, i. 20, vol. i. p. 639. III. GREEK AND CHRISTIAN EXEGESIS. 69 ground is full of incorporeal Intelligences, who are immortal souls. It is one of these that Jacob takes and puts close to his mind, which is, as it were, the head of the combined person, body and soul. He does so under the pretext of going to sleep, but in reality to find repose in the Intelligence which he has chosen, and to place all the burden of his life upon it." In all this, Philo was following not a Hebrew but a Greek method. He expressly speaks of it as the method of the Greek mysteries. He addresses his hearers by the name which was given to those who were being initiated. He bids them be purified before they listen. And in this way it was possible for him to be a Greek philosopher without ceasing to be a Jew. The earliest methods of Christian exegesis were con tinuations of the methods which were common at the time to both Greek and Grseco-Judeean writers. They were employed on the same subject-matter. Just as the Greek philosophers had found their philosophy in Homer, so ¦ Christian writers found in him Christian theology. . When he represents Odysseus as saying,1 " The rule of many is not good : let there be one ruler," he means to indicate that there should be but one God ; and his whole poem is designed to show the mischief that comes of having many gods.2 When he tells us that Hephaestus represented on the shield of Achilles "the earth, the heaven, the sea, the sun that rests not, and the moon full-orbed," 3 he is teaching us the divine 1 Horn. II. 2. 204. 2 Ps-Justin (probably Apollonius, see Draseke, in the Jahrb. f. pro. \estant. Tlieologie, 1885, p. 144), c. 17. 3 Horn. II. 18. 483. 70 III. GREEK AND CHRISTIAN EXEGESIS. order of creation which he learned in Egypt from the books of Moses.1 So Clement of Alexandria interprets the withdrawal of Oceanus and Tethys from each other to mean the separation of land and sea;2 and he holds that Homer, when he makes Apollo ask Achilles, " Why fruitlessly pursue him, a god," meant to show that the divinity cannot be apprehended by the bodily powers.3 Some of the philosophical schools which hung upon the skirts of Christianity mingled such interpretations of Greek mythology with similar interpretations of the" Old Testament. For example, the writer to whom the name Simon Magus is given, is said to have " interpreted in whatever way he wished both the writings of Moses and also those of the (Greek) poets;"4 and the Ophite writer, Justin, evolves an elaborate cosmogony from a story of Herakles narrated in Herodotus,5 combined with the story of the garden of Eden.6 But the main applica tion was to the Old Testament exclusively. The reasons given for believing that the Old Testament had an alle gorical meaning were precisely analogous to those which 1 Ps-Justin, c. 28. 2 Horn. II. 14. 206; Clem. Al. Strom. 5. 14, p. 708. 3 E. 2 2. 8 ; Olem. Al. Strom. 5. 1 4, p. 7 1 9 ; but it sometimes required a keen eye to see the Gospel in Homer. For example, in Odyss. 9. 410, the Cyclopes say to Polyphemus : et pev 8rj pr) Tts ere /JiofeTai owv kovTO, vovtrov y ov 7ru>s ecrn Atos peydXov dXtao-Bai. Clement (Strom. 5. 14) makes this to be an evident " divination" of the Father and the Son. His argument is, apparently, pyTis=/"JT«; but prJTis = XSyos : therefore the vdcros Atos, which = pyns - (by a /wivTetas ei