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Tiresias: The Ancient Mediterranean Religions Source Database

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All subjects (including unvalidated):
subject book bibliographic info
curriculum/education, scribal Flynn (2018) 62, 65, 83, 95, 96, 97, 98, 99, 100, 108, 120, 190
educated, and of noble birth, sufferings, rejoicing in providence of isis Griffiths (1975) 190
educated, docti, the Conybeare (2006) 175, 176, 177, 178, 179
educated, erudite Lampe (2003) 75, 76, 77, 78, 79, 80, 81, 101, 102, 117, 135, 136, 137, 143, 144, 145, 146, 147, 207, 208, 209, 210, 211, 212, 213, 214, 215, 216, 227, 228, 229, 231, 234, 235, 236, 237, 239, 240, 241, 242, 243, 244, 245, 246, 247, 248, 249, 250, 251, 252, 253, 254, 255, 256, 257, 258, 259, 260, 261, 262, 263, 264, 265, 266, 267, 268, 269, 270, 271, 272, 273, 274, 275, 276, 277, 278, 279, 280, 281, 282, 283, 285, 286, 287, 288, 289, 290, 291, 294, 295, 296, 297, 298, 310, 311, 312, 315, 316, 317, 318, 319, 320, 323, 324, 325, 326, 327, 328, 329, 333, 341, 342, 346, 347, 349, 350, 353, 354, 355, 382, 383, 414, 415, 416, 417, 418, 419, 420, 421, 422, 423, 424, 425, 426, 427, 428, 429, 430
educated, pepaideumenos man Eidinow and Kindt (2015) 71, 79
educated, reader Pinheiro et al (2015) 26
educated, romans, geographical knowledge, of Pinheiro et al (2015) 143
educated”, “born, reared Potter Suh and Holladay (2021) 201
education Athanassaki and Titchener (2022) 47, 80, 117, 118, 119, 120, 154, 172, 238, 241, 250, 251, 273, 283
Binder (2012) 81, 92, 101, 102, 103, 145, 146, 147, 176
Brand (2022) 76, 91, 99, 268, 269
Bruun and Edmondson (2015) 104, 256, 266
Castagnoli and Ceccarelli (2019) 24, 139, 141, 153, 189, 206, 212, 213
Czajkowski et al (2020) 9, 60, 358, 359, 369, 370, 371, 372, 373, 374, 378, 379, 386, 462, 463, 464, 465, 466, 467, 468, 469, 470, 471, 472, 473, 474, 475, 476, 477, 478, 479, 480, 481, 482, 483
Davies (2004) 262, 263
Ebrey and Kraut (2022) 27, 42, 49, 55, 62, 204, 240, 261, 304, 330, 339, 345, 361, 376, 383, 489, 522, 523, 524, 525, 526, 527, 528, 529, 530, 531, 532, 533, 534, 535, 536, 537, 538, 539, 540, 541, 542, 549, 553
Edelmann-Singer et al (2020) 67, 75, 241
Geljon and Runia (2013) 23, 96, 98, 99, 112, 198, 223, 225, 246, 256
Geljon and Runia (2019) 199, 212, 213, 220, 254, 262, 264, 266, 270
Grabbe (2010) 11, 44, 49, 50, 61
Huebner (2013) 3, 75, 76, 79, 86, 89, 168, 198
Huffman (2019) 98, 99, 100, 169, 175, 502, 505
Isaac (2004) 73
Johnson and Parker (2009) 36
Joosse (2021) 62, 73, 121, 124, 126, 157, 162
Linjamaa (2019) 49, 190, 191, 192, 194, 195, 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207, 208, 209, 210, 211, 212, 213, 214, 215, 218, 219, 220, 222, 223, 224, 227, 238, 240, 246, 253
Lunn-Rockliffe (2007) 57, 58, 110
Malherbe et al (2014) 94, 428, 443, 447, 520, 636, 639, 759, 760, 813, 815
Mitchell and Pilhofer (2019) 126, 127, 131, 132, 133, 141, 142, 144
Nasrallah (2019) 231
Niehoff (2011) 91, 148, 165, 166, 167, 174
Reif (2006) 113, 187
Rohmann (2016) 13, 37, 43, 48, 54, 55, 57, 58, 60, 99, 120, 125, 167, 184, 198, 210, 211, 220, 221, 222, 223, 232, 233, 234, 235, 268, 269, 278, 279, 280
Roskovec and Hušek (2021) 12, 25
Ruffini (2018) 184, 188
Segev (2017) 1, 68, 149
Sorabji (2000) 95, 96, 97, 128, 256, 258, 259, 260, 264, 265, 266, 269, 270
Stanton (2021) 52, 53, 168, 169
Tanaseanu-Döbler and von Alvensleben (2020) 5, 25, 26, 27, 29, 150
Taylor and Hay (2020) 61, 69, 189, 285
Verhelst and Scheijnens (2022) 150
Vinzent (2013) 80, 180
Wilson (2012) 1, 31, 139, 152, 182, 189, 225, 251, 254, 258, 280, 291, 348, 398
Wolfsdorf (2020) 399
van der EIjk (2005) 208
Černušková (2016) 3, 112, 119, 150, 166, 177, 189, 278
Čulík-Baird (2022) 23, 81, 93, 95, 140
education, absence of Damm (2018) 22, 23, 112, 113, 114, 115, 116, 174, 175, 176, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189, 190
education, age to begin Hirshman (2009) 85, 86, 87, 88, 113, 119, 120, 122, 156
education, alphabet at outset of Carr (2004) 250
education, ancient Malherbe et al (2014) 44
education, and civilisation Davies (2004) 263, 264, 279
education, and class Richlin (2018) 21, 61, 62, 63
education, and equality of men and women Ashbrook Harvey et al (2015) 277
education, and physical punishment Cueva et al. (2018b) 311
education, and power Pinheiro et al (2012b) 113
education, and publication of the speeches Bua (2019) 32
education, and religion Damm (2018) 4, 5, 11, 13, 15, 16, 22, 23, 29
education, and the therapeutae Taylor and Hay (2020) 260
education, and violence Davies (2004) 263, 264
education, and, religion Damm (2018) 4, 5, 11, 13, 15, 16, 22, 23, 29
education, and, sacrospace Damm (2018) 70
education, applications of to address historical, religious or social issues Damm (2018) 87, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100, 127, 128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138, 139, 140, 141, 142, 143, 144, 145, 146
education, architect Oksanish (2019) 20, 37, 38, 70, 71, 144, 145
education, aristophanes, on music Cosgrove (2022) 90, 91, 92, 318
education, as bad influence Graver (2007) 150, 161
education, as equal for boys and girls Schultz and Wilberding (2022) 43, 59, 72, 83, 94, 95, 96, 98
education, as performed by women Schultz and Wilberding (2022) 127, 140, 278, 281
education, as productive of virtue Ashbrook Harvey et al (2015) 142
education, as salvific Malherbe et al (2014) 427, 442, 443, 449, 457, 462
education, assigned by, moses, importance of Feldman (2006) 542
education, athenian Isaac (2004) 113
education, athletic, dyrrhachium Borg (2008) 203, 204, 206, 207, 208, 209, 210, 211, 213, 214, 215, 216, 217, 218, 219, 220, 223, 224
education, aurality/orality and Damm (2018) 22, 147, 148, 149, 150, 151, 152, 153, 154, 155, 156, 157, 158, 159, 160, 161, 162, 163, 164, 165, 166
education, authentic versus copy, and Rutledge (2012) 83, 84
education, bestowed by gods Davies (2004) 280
education, biblical Niehoff (2011) 167
education, bilingual and multilingual Carr (2004) 156, 243
education, but via physiological change, philosophical psychology guides Sorabji (2000) 269, 270
education, by literature Davies (2004) 262, 264
education, by women and eunuchs Isaac (2004) 294
education, by, parents, religious Mikalson (2010) 51, 191, 212, 213
education, centrality of declamation, in Keeline (2018) 76, 77, 118
education, character Malherbe et al (2014) 201, 267
education, childhood, see also anatrophe Gray (2021) 76, 92
education, christian Penniman (2017) 9
education, christian origins and Damm (2018) 11, 13, 127, 128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138, 139, 140, 141, 142, 143, 144, 145, 146, 194, 195, 196, 197, 198, 199, 203, 205, 207
education, christianity Penniman (2017) 167
education, church, site of Gray (2021) 86, 87, 102, 114, 212
education, cicero, in roman Bua (2019) 122, 129, 130
education, classical van , t Westeinde (2021) 100, 101, 113, 115, 118, 135, 173, 225
education, compulsory Hirshman (2009) 155
education, continuity of Keeline (2018) 164
education, coptic Damm (2018) 174, 175, 176, 178, 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189, 190
education, corporal punishment in Keeline (2018) 24, 30
education, counteract tendency of body?, body, can Sorabji (2000) 256, 258, 259, 260, 264, 265, 266, 269, 270
education, culture Penniman (2017) 65
education, curriculum Hirshman (2009) 13, 45, 47, 66, 70
education, decrees and Liddel (2020) 232
education, defining the number of books in the jewish canon, alphabet at outset of Carr (2004) 250
education, degeneration, caused by alien Isaac (2004) 294, 397
education, depth vs. breadth Hirshman (2009) 44, 81, 114, 115
education, didactic diminutive in Keeline (2018) 33
education, divine Malherbe et al (2014) 625
education, doctrina Sorabji (2000) 264, 265
education, early christian Bull Lied and Turner (2011) 222, 223, 242, 263, 280, 281, 282, 499
education, egypt, exemplarity of Czajkowski et al (2020) 19, 97, 98, 115
education, elementary Hirshman (2009) 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 103, 113, 116, 120, 122
education, emotions, fear in Champion (2022) 125, 127, 129, 130, 131, 132, 133, 134, 177, 189
education, empire, periodization of Keeline (2018) 273
education, eroticized Graver (2007) 186, 187, 188
education, ethics Malherbe et al (2014) 430, 442
education, euripides, tragic poet, and Csapo (2022) 163
education, exemplum, -a, and rhetorical Keeline (2018) 71
education, family, center of Carr (2004) 21, 67, 129, 130, 143, 203, 205, 208
education, feminine Penniman (2017) 67
education, festivals, and Mikalson (2010) 83, 87, 88, 89, 90, 95, 212
education, for public life, forensic rhetoric, as Humfress (2007) 52, 53
education, galen, philosophical psychology guides posidonius, philosophy cannot on its own train the irrational capacities of the soul Sorabji (2000) 257
education, general Lampe (2003) 255, 256, 265, 266, 267, 268, 269, 295, 319
education, gnosticism/gnostic christianity, ethical Damm (2018) 23, 190, 215, 216, 217, 218, 222
education, goals of Hirshman (2009) 43, 80, 111, 116, 117, 119
education, goals of girls and women Hirshman (2009) 56, 89
education, goals of in increments Hirshman (2009) 47
education, goals of jewish, history of Hirshman (2009) 122
education, goals of policy Hirshman (2009) 118
education, goals of reward of the learner Hirshman (2009) 45, 46
education, goals of socioeconomic class Hirshman (2009) 87, 117
education, goals of theory Hirshman (2009) 48, 95, 111, 120
education, goals of travel to acquire Hirshman (2009) 60, 84, 89
education, greco-roman Damm (2018) 11, 22, 107, 124, 127, 130, 131, 132, 133, 134, 135, 136, 143, 163, 174, 175, 176, 178, 190, 199
Iricinschi et al. (2013) 315
education, gymnasion, and civic Stavrianopoulou (2013) 319, 320
education, health, education, Segev (2017) 51
education, hellenism and Damm (2018) 107, 109, 110, 111, 112, 113, 114, 115, 116, 119, 122, 123, 124, 199
education, herodotus and the histories, role in rhetorical Kirkland (2022) 14, 15
education, historiography on ascetic Champion (2022) 11
education, history of role of priests Hirshman (2009) 87
education, history of teachers Hirshman (2009) 84, 85, 86, 87, 90, 91, 103
education, homer in Finkelberg (2019) 326, 329, 347, 349, 350
education, homer, poet, in Csapo (2022) 164
education, how to read an ancient speech Keeline (2018) 22, 23, 24, 25
education, humor, and Bua (2019) 122
education, iamblichus, on Huffman (2019) 348
education, ideal vs. reality Keeline (2018) 24, 266
education, ideals of ethical Damm (2018) 68
education, imitation Penniman (2017) 216
education, imitation, see also mimesis, in Gray (2021) 2, 212, 213
education, impracticality of Carr (2004) 21, 99, 101
education, in book of proverbs, ethical Damm (2018) 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51
education, in dead sea scrolls, instructions regarding Feldman (2006) 80
education, in history/geography Segev (2017) 63
education, in law Malherbe et al (2014) 445
education, in neoplatonic schools Schultz and Wilberding (2022) 26, 61, 68
education, in philosophy Cohen (2010) 72
education, in plato’s ideal state Schultz and Wilberding (2022) 59, 79, 80, 81, 185
education, in quintilian, ideal of literary Bua (2019) 122, 123, 126, 189, 269
education, in roman religion Mackey (2022) 137
education, in rome, by greek servant girls Isaac (2004) 397
education, in stoicism Malherbe et al (2014) 444
education, in the ideal polis Segev (2017) 54, 172
education, instruction, school Levine (2005) 23, 25, 27, 53, 75, 89, 128, 144, 145, 146, 148, 152, 155, 156, 157, 165, 172, 287, 442, 443, 444, 445, 489
education, introduction/definitions Damm (2018) 67, 68
education, jerome, and rhetorical Humfress (2007) 112, 180, 194
education, jesus and Damm (2018) 11, 23, 114, 115, 122, 123, 178, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189, 190, 194, 199, 215, 216, 217, 218, 222
education, judaism, ethical Damm (2018) 22, 29, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 58, 59, 60, 61, 64, 65, 66, 67, 68, 69, 70
education, judaism, moses’s Potter Suh and Holladay (2021) 201
education, judaism/jewish, education, Damm (2018) 22, 58, 59, 60, 61, 64, 65, 66, 67, 68, 69, 70, 130, 136, 137, 138, 139, 140, 141, 142, 143
education, late ancient christianity and Damm (2018) 15, 16, 174, 175, 176, 178, 179, 180, 181, 182, 183, 184, 185, 186, 187, 188, 189, 190, 194, 195, 196, 197, 198, 199, 203, 205, 207, 215, 216, 217, 218, 222
education, liberal arts Penniman (2017) 172, 173
education, literature Niehoff (2011) 172
education, lyres/lyrody/citharas/citharists, and roman Cosgrove (2022) 183, 184
education, material place and, ethical Damm (2018) 60, 61
education, mathematics, in Sorabji (2000) 256
education, memorization Damm (2018) 199
education, minor, moses’s Potter Suh and Holladay (2021) 201
education, mishnah and Damm (2018) 91
education, monastic Damm (2018) 119
Iricinschi et al. (2013) 303, 304, 305, 307, 308, 317, 318
education, moral Malherbe et al (2014) 262
van , t Westeinde (2021) 103, 138
education, moral, education, Segev (2017) 80
education, moral/morality d, Hoine and Martijn (2017) 182
education, moses, egyptian Potter Suh and Holladay (2021) 201
education, moses, his Bloch (2022) 30, 31, 32, 33, 34, 64, 65, 66, 74, 193
education, music Cosgrove (2022) 103
education, music and Wolfsdorf (2020) 612, 613, 624
education, music in Taylor and Hay (2020) 189
education, music, classical Cosgrove (2022) 74, 92, 93, 94, 95, 103, 353, 354
education, music, hellenistic Cosgrove (2022) 109, 110, 111
education, music, in Sorabji (2000) 97, 289
education, music, lyre Cosgrove (2022) 74, 75
education, music, roman Cosgrove (2022) 173, 183, 184
education, music, socrates’ Cosgrove (2022) 98, 99
education, musical instruments, and Cosgrove (2022) 94, 95
education, musical, education, Segev (2017) 6, 54, 132, 133, 172
education, myth, in Segev (2017) 54, 63, 64, 65, 67, 69, 132, 133, 150
education, nature Penniman (2017) 45, 46
education, nobility Penniman (2017) 46
education, nourishment Penniman (2017) 29, 30, 46, 65, 143
education, nourishment/nurturance Penniman (2017) 30, 143
education, nurture Penniman (2017) 45, 46
education, of advocates Lunn-Rockliffe (2007) 57
education, of apu-leius, greek, and latin in Griffiths (1975) 62
education, of apu-leius, precedence to greek, greek, and latin in ibid., and lucius Griffiths (1975) 247
education, of arator, early life and Hillier (1993) 6, 7
education, of audience Castagnoli and Ceccarelli (2019) 30, 94, 101, 116, 118, 123, 126, 127, 128, 129, 130, 134, 282
education, of augustine, saint Marmodoro and Prince (2015) 221
education, of children, religious Mikalson (2010) 51, 81, 84, 85, 90, 191, 211, 212, 213
education, of chloe Pinheiro Bierl and Beck (2013) 31
education, of christians, rhetoric, forensic, and Humfress (2007) 143, 144
education, of dionysios Pinheiro et al (2012a) 93, 99
education, of ephebes Borg (2008) 134, 135, 146, 147
education, of individual in gospel of thomas Damm (2018) 194, 195, 196, 197, 198, 199
education, of jesus in infancy gospel of thomas Doble and Kloha (2014) 330, 331, 332, 333, 334, 335, 336, 337, 338
education, of men Kalinowski (2021) 323, 324
education, of monks, forensic Humfress (2007) 183
education, of philo Geljon and Runia (2013) 32, 99, 198
Geljon and Runia (2019) 33, 270
education, of sophocles Jouanna (2018) 8, 9
education, of the individual Damm (2018) 194, 195, 196, 197, 198, 199
education, of women Taylor and Hay (2020) 69
education, on body, body, effect of Sorabji (2000) 269
education, paideia Penniman (2017) 29, 30, 31
Pinheiro et al (2015) 21, 70
Sorabji (2000) 258, 265
Stavrianopoulou (2013) 207, 216, 292, 299
education, paideia, civic Stavrianopoulou (2013) 317, 319
education, paideia, education, Damm (2018) 13
education, paideia, element, four παιδεία‎ d, Hoine and Martijn (2017) 61, 71, 114, 127, 133, 134, 138, 147, 148, 153, 154, 155, 156, 157, 158, 160, 161, 163, 165, 166, 168, 216, 217, 245, 246, 252
education, paideia, ether, fifth παιδεία‎ d, Hoine and Martijn (2017) 133, 165, 215
education, paideia, geometrical method and παιδεία‎ d, Hoine and Martijn (2017) 50
education, paideia, inspired poetry and παιδεία‎ d, Hoine and Martijn (2017) 278, 279, 282
education, paideia, mathematics and παιδεία‎ d, Hoine and Martijn (2017) 177, 186
education, paideia, music and παιδεία‎ d, Hoine and Martijn (2017) 179, 180, 182, 282, 283
education, paideia, plato on παιδεία‎ d, Hoine and Martijn (2017) 168, 270, 284
education, paideia, rhetoric and παιδεία‎ d, Hoine and Martijn (2017) 277
education, paideia, see also philhellenism , in greek culture Csapo (2022) 94, 100, 102, 103, 158, 159, 160, 161
education, paideia, see also philhellenism , role of drama in Csapo (2022) 163, 164
education, paideia, παιδεία‎, and textual community, traditional vs. neoplatonic d, Hoine and Martijn (2017) 268, 269, 270, 273
education, paideia, παιδεία‎, composed of triangles d, Hoine and Martijn (2017) 153, 154, 156, 157, 158, 160, 165
education, paideia, παιδεία‎, in the athenian school d, Hoine and Martijn (2017) 272
education, paideia/greek Gruen (2020) 20, 26, 34, 35, 38, 82, 156, 157, 158
education, paideusis Sorabji (2000) 265
education, painting, in roman Rutledge (2012) 83, 84
education, paul and Damm (2018) 122, 123, 157, 196, 203
education, pauline Malherbe et al (2014) 87
education, pedagogy Damm (2018) 29, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 194, 199
education, persia, sasanid, vi Hirshman (2009) 75, 76, 89, 129
education, persian Gruen (2011) 56
education, persian, system of court Papadodima (2022) 21
education, philoponus, it can, philosophical psychology guides however, counteract the bodily blend Sorabji (2000) 267, 268
education, philosophical Damm (2018) 107, 110, 111, 112, 113, 123, 124, 149, 199, 203
Malherbe et al (2014) 286
education, philosophical psychology guides Sorabji (2000) 260
education, philosophical psychology guides aristotle, pleasures of philosophical debate connotes hope Sorabji (2000) 237
education, philosophical, education, Segev (2017) 6, 34, 38, 45, 63, 149, 171
education, philosophy Malherbe et al (2014) 426
education, plato Cosgrove (2022) 74
education, plato, and philosophical Segev (2017) 45
education, plato, crito Cosgrove (2022) 74, 98
education, plato, on Horkey (2019) 136, 138
education, posidonius, stoic, emotions central to moral philosophy and Sorabji (2000) 95
education, power of borrowed by jews from the greeks Feldman (2006) 27, 28
education, power of required for boys in palestine Feldman (2006) 87
education, power, and Pinheiro et al (2012b) 113
education, prayers, and religious Mikalson (2010) 51, 81, 212, 213
education, private Niehoff (2011) 165
education, proclus, neoplatonist, paideia, is what assists the soul Sorabji (2000) 265
education, prophecy and Carr (2004) 151
education, rabbinic Cohen (2010) 72
Damm (2018) 87, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99, 100
education, reason Penniman (2017) 46
education, related/relationships between, ethical Damm (2018) 4, 5, 51, 67, 68, 69, 70, 110, 127, 143, 194
education, religion, and Mackey (2022) 137
education, religious Mackey (2022) 137, 283
education, religious authority Ando and Ruepke (2006) 71
education, religious, education, Segev (2017) 67, 69
education, rhetoric Gray (2021) 7, 55, 158
education, rhetoric, as literary Humfress (2007) 13, 14, 15, 108
education, rhetorical Damm (2018) 13, 15, 22, 127, 130, 131, 132, 133, 134, 135, 136, 137, 176, 194, 195, 196, 197, 198, 199, 205
education, rhetorical praise of Humfress (2007) 139
education, rhetorical topoi Martin and Whitlark (2018) 32, 39, 40, 41, 42, 43, 44, 68, 71, 72, 73, 162, 163, 215
education, rhetorical vi Amendola (2022) 35, 36, 37, 38, 39, 40, 41, 43, 44, 45, 46, 47, 48, 51, 54, 79, 82, 156, 212, 317, 377
education, roman Penniman (2017) 168, 266
education, roman era, hellenic perspectives, music Cosgrove (2022) 184, 185
education, roman period Doble and Kloha (2014) 340, 341, 342, 343, 344, 345
education, sacrifices, and religious Mikalson (2010) 51, 81, 212, 213
education, sacrospace and Damm (2018) 70
education, scenes, infancy gospel of thomas Pinheiro et al (2012b) 121
education, school Damm (2018) 4, 11, 15, 16, 197, 199
education, scribal Allen and Dunne (2022) 7, 8, 9, 10, 11, 12, 23
education, sefer ha- inukh, the book of Rubenstein (2018) 141
education, shared van , t Westeinde (2021) 223, 227, 238
education, shenoute Dilley (2019) 119
education, socrates, musical Cosgrove (2022) 98, 99
education, socratic emphasis on Wolfsdorf (2020) 392, 393, 394, 399
education, solitary learning Damm (2018) 23, 194, 195, 196, 197, 198, 199
education, soul Penniman (2017) 30, 31
education, stoicism Malherbe et al (2014) 294
education, study always oral, rabbinic Cohen (2010) 291, 292
education, system, history, in the roman Bua (2019) 303
education, tragedy, in Csapo (2022) 88, 163, 164
education, unlearning Wolfsdorf (2020) 337
education, value of teaching in democritus Wolfsdorf (2020) 218
education, values Niehoff (2011) 165
Roller (2018) 201, 202, 203, 204
education, vase paintings, depicting Cosgrove (2022) 74
education, vergil, and ancient Keeline (2018) 77, 197
education, vitruvius, biography Oksanish (2019) 35, 36
education, vitruvius, knowledge and Oksanish (2019) 35, 36, 37, 38, 53, 54, 119, 120, 121, 122, 123, 124, 125, 126, 127, 128, 129, 130, 131, 132, 133, 134, 135, 136, 137, 138, 139, 140, 141, 142, 143
education, wisdom Penniman (2017) 70
education, wisdom literature, distinctive function in Carr (2004) 126, 132, 133, 135, 136, 137, 138, 139, 140, 141, 142, 143, 144, 145, 146, 147, 148, 149, 150, 151, 152, 153, 154, 155, 156, 157, 222, 223, 224, 225, 280, 281
education, wisdom, sophia Brouwer (2013) 141, 142, 143, 144
education, wisdom, sophia, on greek Brouwer (2013) 141
education, wisdom, vs. Pinheiro et al (2012b) 126
education, women Malherbe et al (2014) 286
Marek (2019) 464
education, xenophon, on hunting Cosgrove (2022) 346
education/educational Despotis and Lohr (2022) 111, 193, 204, 205, 211, 212, 213, 214, 215, 219, 224, 231, 233, 276, 320, 331, 335, 336, 429
education/instruction, in lyres/lyrody/citharas/citharists, and Cosgrove (2022) 74, 75
education/poetry, empirical observation, role in horace’s Yona (2018) 67, 68, 69, 70, 71
educational, activity, education, logos’ Černušková (2016) 273
educational, background, tyconius Yates and Dupont (2020) 294, 295
educational, centre, athens Pollmann and Vessey (2007) 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45
educational, competition Hirshman (2009) 85, 92, 94
educational, curriculum, guidelines Hirshman (2009) 84
educational, curriculum, history of Hirshman (2009) 84, 85, 86, 87, 116, 117, 122
educational, curriculum, importance of Hirshman (2009) 86
educational, hypothesis, translation, of lxx, purpose of Honigman (2003) 98, 138
educational, institution, museum, as an Rutledge (2012) 27
educational, intent Castagnoli and Ceccarelli (2019) 145, 196
educational, intent, as memorisation Castagnoli and Ceccarelli (2019) 88, 126, 204, 208, 346
educational, intent, imagery of Castagnoli and Ceccarelli (2019) 88
educational, intent, lack of Castagnoli and Ceccarelli (2019) 149, 150
educational, intent, mistrust of Castagnoli and Ceccarelli (2019) 149, 150, 151
educational, intent, of individuals Castagnoli and Ceccarelli (2019) 120, 121
educational, metaphor, animal that crushes things underfoot Hirshman (2009) 59
educational, metaphor, bird imagery Hirshman (2009) 42, 43, 70, 76, 77, 78, 79
educational, metaphor, cistern Hirshman (2009) 7, 44, 69, 76, 115, 119
educational, metaphor, doe Hirshman (2009) 59, 60
educational, metaphor, dog lapping up the sea Hirshman (2009) 119, 140
educational, metaphor, ear Hirshman (2009) 102
educational, metaphor, fig tree Hirshman (2009) 59
educational, metaphor, hunting Hirshman (2009) 77, 78
educational, metaphor, pendant Hirshman (2009) 118
educational, metaphor, sieve Hirshman (2009) 44
educational, metaphor, sponge Hirshman (2009) 44
educational, metaphor, spring Hirshman (2009) 7, 76, 115
educational, metaphor, student as garden Hirshman (2009) 118
educational, metaphor, tree Hirshman (2009) 14, 70, 71
educational, metaphor, water imagery Hirshman (2009) 7, 44, 47, 69, 70, 76, 132
educational, method, wisdom, wisdom literature Damm (2018) 31, 34, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51
educational, methods in prophets, jewish Damm (2018) 31, 34, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51
educational, migration Tacoma (2016) 38, 39, 40, 52, 64
educational, philosophies, epicurean Hirshman (2009) 106
educational, purpose, author, of 2 maccabees Schwartz (2008) 287, 288, 291, 301, 501
educational, theory of seneca the younger Keeline (2018) 216, 217, 218, 219, 220, 221
educative, epibolē, stoics, see under individual stoics, esp. chrysippus, whose views came to be seen already in antiquity as stoic orthodoxy, so that conversely, views seen as orthodox tended to be ascribed to him, better kind not an emotion, but Sorabji (2000) 281, 282, 283
educative, punishment Ramelli (2013) 66, 98, 107, 113, 118, 124, 126, 127, 128, 132, 149, 177, 178, 184, 209, 235, 292, 316, 353, 359, 363, 429, 434, 438, 452, 453, 556, 575, 631, 781
educator, calcidius, as Hoenig (2018) 213, 214, 281
educator, clement of alexandria König (2012) 137, 140, 144, 145, 146, 147, 148, 149, 152
educator, homer as d, Hoine and Martijn (2017) 269
educator, of emperor Borg (2008) 164
educator, of sensation, philosophers Schibli (2002) 354
educators, greek Ebrey and Kraut (2022) 330, 345, 346
epicureanism, education Malherbe et al (2014) 73, 182, 192, 232

List of validated texts:
100 validated results for "educated"
1. Hebrew Bible, Deuteronomy, 4.9, 4.11, 6.4-6.9, 6.12, 21.18, 24.8 (9th cent. BCE - 3rd cent. BCE)
 Tagged with subjects: • Family, center of education • Persia, Sasanid, education • Scribal Curriculum/Education • Wisdom literature, distinctive function in education • education • education, applications of, to address historical,religious or social issues • education, goals of • education, goals of, theory • education, rabbinic • educational metaphor, bird imagery

 Found in books: Carr (2004) 129, 130, 135, 136, 137, 138, 140, 148, 149; Damm (2018) 94; Flynn (2018) 98, 100; Hirshman (2009) 42, 43, 111, 129; Reif (2006) 113

4.9. רַק הִשָּׁמֶר לְךָ וּשְׁמֹר נַפְשְׁךָ מְאֹד פֶּן־תִּשְׁכַּח אֶת־הַדְּבָרִים אֲשֶׁר־רָאוּ עֵינֶיךָ וּפֶן־יָסוּרוּ מִלְּבָבְךָ כֹּל יְמֵי חַיֶּיךָ וְהוֹדַעְתָּם לְבָנֶיךָ וְלִבְנֵי בָנֶיךָ׃
4.11. וַתִּקְרְבוּן וַתַּעַמְדוּן תַּחַת הָהָר וְהָהָר בֹּעֵר בָּאֵשׁ עַד־לֵב הַשָּׁמַיִם חֹשֶׁךְ עָנָן וַעֲרָפֶל׃
6.4. שְׁמַע יִשְׂרָאֵל יְהוָה אֱלֹהֵינוּ יְהוָה אֶחָד׃ 6.5. וְאָהַבְתָּ אֵת יְהוָה אֱלֹהֶיךָ בְּכָל־לְבָבְךָ וּבְכָל־נַפְשְׁךָ וּבְכָל־מְאֹדֶךָ׃ 6.6. וְהָיוּ הַדְּבָרִים הָאֵלֶּה אֲשֶׁר אָנֹכִי מְצַוְּךָ הַיּוֹם עַל־לְבָבֶךָ׃ 6.7. וְשִׁנַּנְתָּם לְבָנֶיךָ וְדִבַּרְתָּ בָּם בְּשִׁבְתְּךָ בְּבֵיתֶךָ וּבְלֶכְתְּךָ בַדֶּרֶךְ וּבְשָׁכְבְּךָ וּבְקוּמֶךָ׃ 6.8. וּקְשַׁרְתָּם לְאוֹת עַל־יָדֶךָ וְהָיוּ לְטֹטָפֹת בֵּין עֵינֶיךָ׃ 6.9. וּכְתַבְתָּם עַל־מְזוּזֹת בֵּיתֶךָ וּבִשְׁעָרֶיךָ׃
6.12. הִשָּׁמֶר לְךָ פֶּן־תִּשְׁכַּח אֶת־יְהוָה אֲשֶׁר הוֹצִיאֲךָ מֵאֶרֶץ מִצְרַיִם מִבֵּית עֲבָדִים׃
21.18. כִּי־יִהְיֶה לְאִישׁ בֵּן סוֹרֵר וּמוֹרֶה אֵינֶנּוּ שֹׁמֵעַ בְּקוֹל אָבִיו וּבְקוֹל אִמּוֹ וְיסְּרוּ אֹתוֹ וְלֹא יִשְׁמַע אֲלֵיהֶם׃
24.8. הִשָּׁמֶר בְּנֶגַע־הַצָּרַעַת לִשְׁמֹר מְאֹד וְלַעֲשׂוֹת כְּכֹל אֲשֶׁר־יוֹרוּ אֶתְכֶם הַכֹּהֲנִים הַלְוִיִּם כַּאֲשֶׁר צִוִּיתִם תִּשְׁמְרוּ לַעֲשׂוֹת׃''. None
4.9. Only take heed to thyself, and keep thy soul diligently, lest thou forget the things which thine eyes saw, and lest they depart from thy heart all the days of thy life; but make them known unto thy children and thy children’s children;
4.11. And ye came near and stood under the mountain; and the mountain burned with fire unto the heart of heaven, with darkness, cloud, and thick darkness.
6.4. HEAR, O ISRAEL: THE LORD OUR GOD, THE LORD IS ONE. 6.5. And thou shalt love the LORD thy God with all thy heart, and with all thy soul, and with all thy might. 6.6. And these words, which I command thee this day, shall be upon thy heart; 6.7. and thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thy house, and when thou walkest by the way, and when thou liest down, and when thou risest up. 6.8. And thou shalt bind them for a sign upon thy hand, and they shall be for frontlets between thine eyes. 6.9. And thou shalt write them upon the door-posts of thy house, and upon thy gates.
6.12. then beware lest thou forget the LORD, who brought thee forth out of the land of Egypt, out of the house of bondage.
21.18. If a man have a stubborn and rebellious son, that will not hearken to the voice of his father, or the voice of his mother, and though they chasten him, will not hearken unto them;
24.8. Take heed in the plague of leprosy, that thou observe diligently, and do according to all that the priests the Levites shall teach you, as I commanded them, so ye shall observe to do.''. None
2. Hebrew Bible, Exodus, 12.26-12.27, 17.14, 23.7, 30.10 (9th cent. BCE - 3rd cent. BCE)
 Tagged with subjects: • Pseudo-Hecataeus, On the Jews, Jewish education • Scribal Curriculum/Education • Sefer ha- inukh (The Book of Education) • Wisdom literature, distinctive function in education • education, applications of, to address historical,religious or social issues • education, as productive of virtue • education, history of, teachers • education, rabbinic • elementary education

 Found in books: Ashbrook Harvey et al (2015) 142; Bar Kochba (1997) 162; Carr (2004) 133; Damm (2018) 94; Flynn (2018) 98; Hirshman (2009) 91; Rubenstein (2018) 141

12.26. וְהָיָה כִּי־יֹאמְרוּ אֲלֵיכֶם בְּנֵיכֶם מָה הָעֲבֹדָה הַזֹּאת לָכֶם׃ 12.27. וַאֲמַרְתֶּם זֶבַח־פֶּסַח הוּא לַיהוָה אֲשֶׁר פָּסַח עַל־בָּתֵּי בְנֵי־יִשְׂרָאֵל בְּמִצְרַיִם בְּנָגְפּוֹ אֶת־מִצְרַיִם וְאֶת־בָּתֵּינוּ הִצִּיל וַיִּקֹּד הָעָם וַיִּשְׁתַּחֲוּוּ׃
17.14. וַיֹּאמֶר יְהוָה אֶל־מֹשֶׁה כְּתֹב זֹאת זִכָּרוֹן בַּסֵּפֶר וְשִׂים בְּאָזְנֵי יְהוֹשֻׁעַ כִּי־מָחֹה אֶמְחֶה אֶת־זֵכֶר עֲמָלֵק מִתַּחַת הַשָּׁמָיִם׃
23.7. מִדְּבַר־שֶׁקֶר תִּרְחָק וְנָקִי וְצַדִּיק אַל־תַּהֲרֹג כִּי לֹא־אַצְדִּיק רָשָׁע׃' '. None
12.26. And it shall come to pass, when your children shall say unto you: What mean ye by this service? 12.27. that ye shall say: It is the sacrifice of the LORD’s passover, for that He passed over the houses of the children of Israel in Egypt, when He smote the Egyptians, and delivered our houses.’ And the people bowed the head and worshipped.
17.14. And the LORD said unto Moses: ‘Write this for a memorial in the book, and rehearse it in the ears of Joshua: for I will utterly blot out the remembrance of Amalek from under heaven.’
23.7. Keep thee far from a false matter; and the innocent and righteous slay thou not; for I will not justify the wicked.
30.10. And Aaron shall make atonement upon the horns of it once in the year; with the blood of the sin-offering of atonement once in the year shall he make atonement for it throughout your generations; it is most holy unto the LORD.’''. None
3. Hebrew Bible, Genesis, 1.2, 9.20 (9th cent. BCE - 3rd cent. BCE)
 Tagged with subjects: • Educated, erudite • Education, monastic • Persia, Sasanid, education • Philo, education of • Wisdom literature, distinctive function in education • education • education, Christian origins and • education, Paul and • education, late ancient Christianity and • education, philosophical

 Found in books: Carr (2004) 153; Damm (2018) 203; Geljon and Runia (2013) 23, 32, 96, 98, 99, 112, 198, 223, 225, 246, 256; Geljon and Runia (2019) 33; Hirshman (2009) 129; Iricinschi et al. (2013) 304; Lampe (2003) 75

1.2. וְהָאָרֶץ הָיְתָה תֹהוּ וָבֹהוּ וְחֹשֶׁךְ עַל־פְּנֵי תְהוֹם וְרוּחַ אֱלֹהִים מְרַחֶפֶת עַל־פְּנֵי הַמָּיִם׃'
1.2. וַיֹּאמֶר אֱלֹהִים יִשְׁרְצוּ הַמַּיִם שֶׁרֶץ נֶפֶשׁ חַיָּה וְעוֹף יְעוֹפֵף עַל־הָאָרֶץ עַל־פְּנֵי רְקִיעַ הַשָּׁמָיִם׃ '. None
1.2. Now the earth was unformed and void, and darkness was upon the face of the deep; and the spirit of God hovered over the face of the waters.
9.20. And Noah, the man of the land, began and planted a vineyard.' '. None
4. Hebrew Bible, Leviticus, 19.23-19.25 (9th cent. BCE - 3rd cent. BCE)
 Tagged with subjects: • education • education, applications of, to address historical,religious or social issues • education, rabbinic

 Found in books: Damm (2018) 94; Geljon and Runia (2019) 212, 213

19.23. וְכִי־תָבֹאוּ אֶל־הָאָרֶץ וּנְטַעְתֶּם כָּל־עֵץ מַאֲכָל וַעֲרַלְתֶּם עָרְלָתוֹ אֶת־פִּרְיוֹ שָׁלֹשׁ שָׁנִים יִהְיֶה לָכֶם עֲרֵלִים לֹא יֵאָכֵל׃ 19.24. וּבַשָּׁנָה הָרְבִיעִת יִהְיֶה כָּל־פִּרְיוֹ קֹדֶשׁ הִלּוּלִים לַיהוָה׃ 19.25. וּבַשָּׁנָה הַחֲמִישִׁת תֹּאכְלוּ אֶת־פִּרְיוֹ לְהוֹסִיף לָכֶם תְּבוּאָתוֹ אֲנִי יְהוָה אֱלֹהֵיכֶם׃''. None
19.23. And when ye shall come into the land, and shall have planted all manner of trees for food, then ye shall count the fruit thereof as forbidden; three years shall it be as forbidden unto you; it shall not be eaten. 19.24. And in the fourth year all the fruit thereof shall be holy, for giving praise unto the LORD. 19.25. But in the fifth year may ye eat of the fruit thereof, that it may yield unto you more richly the increase thereof: I am the LORD your God.''. None
5. Hebrew Bible, Numbers, 18.21, 18.24 (9th cent. BCE - 3rd cent. BCE)
 Tagged with subjects: • Greek. See also ethnography education • Pseudo-Hecataeus, On the Jews, Greek education of • Pseudo-Hecataeus, On the Jews, Jewish education • education, applications of, to address historical,religious or social issues • education, rabbinic

 Found in books: Bar Kochba (1997) 159; Damm (2018) 94

18.21. וְלִבְנֵי לֵוִי הִנֵּה נָתַתִּי כָּל־מַעֲשֵׂר בְּיִשְׂרָאֵל לְנַחֲלָה חֵלֶף עֲבֹדָתָם אֲשֶׁר־הֵם עֹבְדִים אֶת־עֲבֹדַת אֹהֶל מוֹעֵד׃
18.24. כִּי אֶת־מַעְשַׂר בְּנֵי־יִשְׂרָאֵל אֲשֶׁר יָרִימוּ לַיהוָה תְּרוּמָה נָתַתִּי לַלְוִיִּם לְנַחֲלָה עַל־כֵּן אָמַרְתִּי לָהֶם בְּתוֹךְ בְּנֵי יִשְׂרָאֵל לֹא יִנְחֲלוּ נַחֲלָה׃''. None
18.21. And unto the children of Levi, behold, I have given all the tithe in Israel for an inheritance, in return for their service which they serve, even the service of the tent of meeting.
18.24. For the tithe of the children of Israel, which they set apart as a gift unto the LORD, I have given to the Levites for an inheritance; therefore I have said unto them: Among the children of Israel they shall have no inheritance.’''. None
6. Hebrew Bible, Proverbs, 1.8-1.9, 2.1-2.7, 4.2-4.3, 4.27, 5.1-5.23, 6.20-6.21, 7.3, 7.25-7.26, 10.1, 13.24, 15.20, 30.11, 30.15-30.16, 30.18-30.19, 30.21-30.31, 31.10 (9th cent. BCE - 3rd cent. BCE)
 Tagged with subjects: • Educated, erudite • Education • Education, Roman period • Family, center of education • Prophets, Jewish, educational methods in • Wisdom literature, distinctive function in education • domestic cult, education • education • education and religion • education, depth vs. breadth • education, goals of, travel to acquire • education, pedagogy • educational metaphor, animal that crushes things underfoot • educational metaphor, bird imagery • educational metaphor, cistern • educational metaphor, doe • educational metaphor, fig tree • educational metaphor, sieve • educational metaphor, sponge • educational metaphor, tree • educational metaphor, water imagery • ethical education, Judaism • ethical education, in Book of Proverbs • religion, education and • wisdom, Wisdom literature, educational method

 Found in books: Carr (2004) 129, 130, 135, 138, 223; Damm (2018) 29, 31, 32, 33, 34, 44, 48, 49; Doble and Kloha (2014) 342; Hirshman (2009) 14, 42, 44, 59, 60, 69, 71, 132; Kosman (2012) 19; Lampe (2003) 147; Vargas (2021) 187; Černušková (2016) 189

1.8. שְׁמַע בְּנִי מוּסַר אָבִיךָ וְאַל־תִּטֹּשׁ תּוֹרַת אִמֶּךָ׃ 1.9. כִּי לִוְיַת חֵן הֵם לְרֹאשֶׁךָ וַעֲנָקִים לְגַרְגְּרֹתֶיךָ׃
2.1. בְּנִי אִם־תִּקַּח אֲמָרָי וּמִצְוֺתַי תִּצְפֹּן אִתָּךְ׃
2.1. כִּי־תָבוֹא חָכְמָה בְלִבֶּךָ וְדַעַת לְנַפְשְׁךָ יִנְעָם׃ 2.2. לְהַקְשִׁיב לַחָכְמָה אָזְנֶךָ תַּטֶּה לִבְּךָ לַתְּבוּנָה׃ 2.2. לְמַעַן תֵּלֵךְ בְּדֶרֶךְ טוֹבִים וְאָרְחוֹת צַדִּיקִים תִּשְׁמֹר׃ 2.3. כִּי אִם לַבִּינָה תִקְרָא לַתְּבוּנָה תִּתֵּן קוֹלֶךָ׃ 2.4. אִם־תְּבַקְשֶׁנָּה כַכָּסֶף וְכַמַּטְמוֹנִים תַּחְפְּשֶׂנָּה׃ 2.5. אָז תָּבִין יִרְאַת יְהוָה וְדַעַת אֱלֹהִים תִּמְצָא׃ 2.6. כִּי־יְהוָה יִתֵּן חָכְמָה מִפִּיו דַּעַת וּתְבוּנָה׃ 2.7. וצפן יִצְפֹּן לַיְשָׁרִים תּוּשִׁיָּה מָגֵן לְהֹלְכֵי תֹם׃
4.2. בְּנִי לִדְבָרַי הַקְשִׁיבָה לַאֲמָרַי הַט־אָזְנֶךָ׃
4.2. כִּי לֶקַח טוֹב נָתַתִּי לָכֶם תּוֹרָתִי אַל־תַּעֲזֹבוּ׃ 4.3. כִּי־בֵן הָיִיתִי לְאָבִי רַךְ וְיָחִיד לִפְנֵי אִמִּי׃

4.27. אַל־תֵּט־יָמִין וּשְׂמֹאול הָסֵר רַגְלְךָ מֵרָע׃
5.1. בְּנִי לְחָכְמָתִי הַקְשִׁיבָה לִתְבוּנָתִי הַט־אָזְנֶךָ׃
5.1. פֶּן־יִשְׂבְּעוּ זָרִים כֹּחֶךָ וַעֲצָבֶיךָ בְּבֵית נָכְרִי׃ 5.2. וְלָמָּה תִשְׁגֶּה בְנִי בְזָרָה וּתְחַבֵּק חֵק נָכְרִיָּה׃ 5.2. לִשְׁמֹר מְזִמּוֹת וְדַעַת שְׂפָתֶיךָ יִנְצֹרוּ׃ 5.3. כִּי נֹפֶת תִּטֹּפְנָה שִׂפְתֵי זָרָה וְחָלָק מִשֶּׁמֶן חִכָּהּ׃ 5.4. וְאַחֲרִיתָהּ מָרָה כַלַּעֲנָה חַדָּה כְּחֶרֶב פִּיּוֹת׃ 5.5. רַגְלֶיהָ יֹרְדוֹת מָוֶת שְׁאוֹל צְעָדֶיהָ יִתְמֹכוּ׃ 5.6. אֹרַח חַיִּים פֶּן־תְּפַלֵּס נָעוּ מַעְגְּלֹתֶיהָ לֹא תֵדָע׃ 5.7. וְעַתָּה בָנִים שִׁמְעוּ־לִי וְאַל־תָּסוּרוּ מֵאִמְרֵי־פִי׃ 5.8. הַרְחֵק מֵעָלֶיהָ דַרְכֶּךָ וְאַל־תִּקְרַב אֶל־פֶּתַח בֵּיתָהּ׃ 5.9. פֶּן־תִּתֵּן לַאֲחֵרִים הוֹדֶךָ וּשְׁנֹתֶיךָ לְאַכְזָרִי׃' '
5.11. וְנָהַמְתָּ בְאַחֲרִיתֶךָ בִּכְלוֹת בְּשָׂרְךָ וּשְׁאֵרֶךָ׃
5.12. וְאָמַרְתָּ אֵיךְ שָׂנֵאתִי מוּסָר וְתוֹכַחַת נָאַץ לִבִּי׃
5.13. וְלֹא־שָׁמַעְתִּי בְּקוֹל מוֹרָי וְלִמְלַמְּדַי לֹא־הִטִּיתִי אָזְנִי׃
5.14. כִּמְעַט הָיִיתִי בְכָל־רָע בְּתוֹךְ קָהָל וְעֵדָה׃
5.15. שְׁתֵה־מַיִם מִבּוֹרֶךָ וְנֹזְלִים מִתּוֹךְ בְּאֵרֶךָ׃
5.16. יָפוּצוּ מַעְיְנֹתֶיךָ חוּצָה בָּרְחֹבוֹת פַּלְגֵי־מָיִם׃
5.17. יִהְיוּ־לְךָ לְבַדֶּךָ וְאֵין לְזָרִים אִתָּךְ׃
5.18. יְהִי־מְקוֹרְךָ בָרוּךְ וּשְׂמַח מֵאֵשֶׁת נְעוּרֶךָ׃
5.19. אַיֶּלֶת אֲהָבִים וְיַעֲלַת־חֵן דַּדֶּיהָ יְרַוֻּךָ בְכָל־עֵת בְּאַהֲבָתָהּ תִּשְׁגֶּה תָמִיד׃ 5.21. כִּי נֹכַח עֵינֵי יְהוָה דַּרְכֵי־אִישׁ וְכָל־מַעְגְּלֹתָיו מְפַלֵּס׃ 5.22. עַווֹנוֹתָיו יִלְכְּדֻנוֹ אֶת־הָרָשָׁע וּבְחַבְלֵי חַטָּאתוֹ יִתָּמֵךְ׃ 5.23. הוּא יָמוּת בְּאֵין מוּסָר וּבְרֹב אִוַּלְתּוֹ יִשְׁגֶּה׃ 6.21. קָשְׁרֵם עַל־לִבְּךָ תָמִיד עָנְדֵם עַל־גַּרְגְּרֹתֶךָ׃
7.3. קָשְׁרֵם עַל־אֶצְבְּעֹתֶיךָ כָּתְבֵם עַל־לוּחַ לִבֶּךָ׃
7.25. אַל־יֵשְׂטְ אֶל־דְּרָכֶיהָ לִבֶּךָ אַל־תֵּתַע בִּנְתִיבוֹתֶיהָ׃ 7.26. כִּי־רַבִּים חֲלָלִים הִפִּילָה וַעֲצֻמִים כָּל־הֲרֻגֶיהָ׃
10.1. מִשְׁלֵי שְׁלֹמֹה בֵּן חָכָם יְשַׂמַּח־אָב וּבֵן כְּסִיל תּוּגַת אִמּוֹ׃
10.1. קֹרֵץ עַיִן יִתֵּן עַצָּבֶת וֶאֱוִיל שְׂפָתַיִם יִלָּבֵט׃
13.24. חוֹשֵׂךְ שִׁבְטוֹ שׂוֹנֵא בְנוֹ וְאֹהֲבוֹ שִׁחֲרוֹ מוּסָר׃
30.11. דּוֹר אָבִיו יְקַלֵּל וְאֶת־אִמּוֹ לֹא יְבָרֵךְ׃
30.15. לַעֲלוּקָה שְׁתֵּי בָנוֹת הַב הַב שָׁלוֹשׁ הֵנָּה לֹא תִשְׂבַּעְנָה אַרְבַּע לֹא־אָמְרוּ הוֹן׃ 30.16. שְׁאוֹל וְעֹצֶר רָחַם אֶרֶץ לֹא־שָׂבְעָה מַּיִם וְאֵשׁ לֹא־אָמְרָה הוֹן׃
30.18. שְׁלֹשָׁה הֵמָּה נִפְלְאוּ מִמֶּנִּי וארבע וְאַרְבָּעָה לֹא יְדַעְתִּים׃ 30.19. דֶּרֶךְ הַנֶּשֶׁר בַּשָּׁמַיִם דֶּרֶךְ נָחָשׁ עֲלֵי צוּר דֶּרֶךְ־אֳנִיָּה בְלֶב־יָם וְדֶרֶךְ גֶּבֶר בְּעַלְמָה׃
30.21. תַּחַת שָׁלוֹשׁ רָגְזָה אֶרֶץ וְתַחַת אַרְבַּע לֹא־תוּכַל שְׂאֵת׃ 30.22. תַּחַת־עֶבֶד כִּי יִמְלוֹךְ וְנָבָל כִּי יִשְׂבַּע־לָחֶם׃ 30.23. תַּחַת שְׂנוּאָה כִּי תִבָּעֵל וְשִׁפְחָה כִּי־תִירַשׁ גְּבִרְתָּהּ׃ 30.24. אַרְבָּעָה הֵם קְטַנֵּי־אָרֶץ וְהֵמָּה חֲכָמִים מְחֻכָּמִים׃ 30.25. הַנְּמָלִים עַם לֹא־עָז וַיָּכִינוּ בַקַּיִץ לַחְמָם׃ 30.26. שְׁפַנִּים עַם לֹא־עָצוּם וַיָּשִׂימוּ בַסֶּלַע בֵּיתָם׃ 30.27. מֶלֶךְ אֵין לָאַרְבֶּה וַיֵּצֵא חֹצֵץ כֻּלּוֹ׃ 30.28. שְׂמָמִית בְּיָדַיִם תְּתַפֵּשׂ וְהִיא בְּהֵיכְלֵי מֶלֶךְ׃ 30.29. שְׁלֹשָׁה הֵמָּה מֵיטִיבֵי צָעַד וְאַרְבָּעָה מֵיטִבֵי לָכֶת׃ 30.31. זַרְזִיר מָתְנַיִם אוֹ־תָיִשׁ וּמֶלֶךְ אַלְקוּם עִמּוֹ׃''. None
1.8. Hear, my son, the instruction of thy father, And forsake not the teaching of thy mother; 1.9. For they shall be a chaplet of grace unto thy head, And chains about thy neck.
2.1. My son, if thou wilt receive my words, And lay up my commandments with thee; 2.2. So that thou make thine ear attend unto wisdom, And thy heart incline to discernment; 2.3. Yea, if thou call for understanding, And lift up thy voice for discernment; 2.4. If thou seek her as silver, And search for her as for hid treasures; 2.5. Then shalt thou understand the fear of the LORD, And find the knowledge of God. 2.6. For the LORD giveth wisdom, Out of His mouth cometh knowledge and discernment; 2.7. He layeth up sound wisdom for the upright, He is a shield to them that walk in integrity;
4.2. For I give you a good taking; Forsake ye not my teaching. 4.3. For I was a son unto my father, Tender and an only one in front of my mother.

4.27. Turn not to the right hand nor to the left; Remove thy foot from evil.
5.1. My son, attend unto my wisdom; Incline thine ear to my understanding; 5.2. That thou mayest preserve discretion, And that thy lips may keep knowledge. 5.3. For the lips of a strange woman drop honey, And her mouth is smoother than oil; 5.4. But her end is bitter as wormwood, Sharp as a two-edged sword. 5.5. Her feet go down to death; Her steps take hold on the nether-world; 5.6. Lest she should walk the even path of life, Her ways wander, but she knoweth it not. 5.7. Now therefore, O ye children, hearken unto me, And depart not from the words of my mouth. 5.8. Remove thy way far from her, And come not nigh the door of her house; 5.9. Lest thou give thy vigour unto others, And thy years unto the cruel;
5.10. Lest strangers be filled with thy strength, And thy labours be in the house of an alien;
5.11. And thou moan, when thine end cometh, When thy flesh and thy body are consumed,
5.12. And say: ‘How have I hated instruction, And my heart despised reproof;
5.13. Neither have I hearkened to the voice of my teachers, Nor inclined mine ear to them that instructed me!
5.14. I was well nigh in all evil In the midst of the congregation and assembly.’
5.15. Drink waters out of thine own cistern, And running waters out of thine own well.
5.16. Let thy springs be dispersed abroad, And courses of water in the streets.
5.17. Let them be only thine own, And not strangers’with thee.
5.18. Let thy fountain be blessed; And have joy of the wife of thy youth.
5.19. A lovely hind and a graceful doe, Let her breasts satisfy thee at all times; With her love be thou ravished always. 5.20. Why then wilt thou, my son, be ravished with a strange woman, And embrace the bosom of an alien? 5.21. For the ways of man are before the eyes of the LORD, And He maketh even all his paths. 5.22. His own iniquities shall ensnare the wicked, And he shall be holden with the cords of his sin. 5.23. He shall die for lack of instruction; And in the greatness of his folly he shall reel.
6.20. My son, keep the commandment of thy father, And forsake not the teaching of thy mother; 6.21. Bind them continually upon thy heart, Tie them about thy neck.
7.3. Bind them upon thy fingers, Write them upon the table of thy heart.
7.25. Let not thy heart decline to her ways, Go not astray in her paths. 7.26. For she hath cast down many wounded; Yea, a mighty host are all her slain.
10.1. The proverbs of Solomon. A wise son maketh a glad father; but a foolish son is the grief of his mother.
13.24. He that spareth his rod hateth his son; But he that loveth him chasteneth him betimes.
15.20. A wise son maketh a glad father; But a foolish man despiseth his mother.
30.11. There is a generation that curse their father, And do not bless their mother.
30.15. The horseleech hath two daughters: ‘Give, give.’ There are three things that are never satisfied, Yea, four that say not: ‘Enough’: 30.16. The grave; and the barren womb; The earth that is not satisfied with water; And the fire that saith not: ‘Enough.’
30.18. There are three things which are too wonderful for me, Yea, four which I know not: 30.19. The way of an eagle in the air; The way of a serpent upon a rock; The way of a ship in the midst of the sea; And the way of a man with a young woman.
30.21. For three things the earth doth quake, And for four it cannot endure: 30.22. For a servant when he reigneth; And a churl when he is filled with food; 30.23. For an odious woman when she is married; And a handmaid that is heir to her mistress. 30.24. There are four things which are little upon the earth, But they are exceeding wise: 30.25. The ants are a people not strong, Yet they provide their food in the summer; 30.26. The rock-badgers are but a feeble folk, Yet make they their houses in the crags; 30.27. The locusts have no king, Yet go they forth all of them by bands; 30.28. The spider thou canst take with the hands, Yet is she in kings’palaces. 30.29. There are three things which are stately in their march, Yea, four which are stately in going: 30.30. The lion, which is mightiest among beasts, And turneth not away for any; 30.31. The greyhound; the he-goat also; And the king, against whom there is no rising up.
31.10. A woman of valour who can find? For her price is far above rubies.' '. None
7. Hebrew Bible, Psalms, 1.2 (9th cent. BCE - 3rd cent. BCE)
 Tagged with subjects: • Greek. See also ethnography education • Pseudo-Hecataeus, On the Jews, Greek education of • Wisdom literature, distinctive function in education • education and religion • education, age to begin • education, curriculum • education, goals of, Jewish, history of • education, late ancient Christianity and • education, school • educational curriculum, history of • elementary education • religion, education and

 Found in books: Bar Kochba (1997) 154; Carr (2004) 153, 154; Damm (2018) 16; Hirshman (2009) 66, 122

1.2. כִּי אִם בְּתוֹרַת יְהוָה חֶפְצוֹ וּבְתוֹרָתוֹ יֶהְגֶּה יוֹמָם וָלָיְלָה׃' '. None
1.2. But his delight is in the law of the LORD; and in His law doth he meditate day and night.' '. None
8. Hebrew Bible, Isaiah, 5.1-5.5 (8th cent. BCE - 5th cent. BCE)
 Tagged with subjects: • Pseudo-Hecataeus, On the Jews, Jewish education • Wisdom literature, distinctive function in education

 Found in books: Bar Kochba (1997) 165; Carr (2004) 145

5.1. אָשִׁירָה נָּא לִידִידִי שִׁירַת דּוֹדִי לְכַרְמוֹ כֶּרֶם הָיָה לִידִידִי בְּקֶרֶן בֶּן־שָׁמֶן׃
5.1. כִּי עֲשֶׂרֶת צִמְדֵּי־כֶרֶם יַעֲשׂוּ בַּת אֶחָת וְזֶרַע חֹמֶר יַעֲשֶׂה אֵיפָה׃ 5.2. הוֹי הָאֹמְרִים לָרַע טוֹב וְלַטּוֹב רָע שָׂמִים חֹשֶׁךְ לְאוֹר וְאוֹר לְחֹשֶׁךְ שָׂמִים מַר לְמָתוֹק וּמָתוֹק לְמָר׃ 5.2. וַיְעַזְּקֵהוּ וַיְסַקְּלֵהוּ וַיִּטָּעֵהוּ שֹׂרֵק וַיִּבֶן מִגְדָּל בְּתוֹכוֹ וְגַם־יֶקֶב חָצֵב בּוֹ וַיְקַו לַעֲשׂוֹת עֲנָבִים וַיַּעַשׂ בְּאֻשִׁים׃ 5.3. וְיִנְהֹם עָלָיו בַּיּוֹם הַהוּא כְּנַהֲמַת־יָם וְנִבַּט לָאָרֶץ וְהִנֵּה־חֹשֶׁךְ צַר וָאוֹר חָשַׁךְ בַּעֲרִיפֶיהָ׃ 5.3. וְעַתָּה יוֹשֵׁב יְרוּשָׁלִַם וְאִישׁ יְהוּדָה שִׁפְטוּ־נָא בֵּינִי וּבֵין כַּרְמִי׃ 5.4. מַה־לַּעֲשׂוֹת עוֹד לְכַרְמִי וְלֹא עָשִׂיתִי בּוֹ מַדּוּעַ קִוֵּיתִי לַעֲשׂוֹת עֲנָבִים וַיַּעַשׂ בְּאֻשִׁים׃ 5.5. וְעַתָּה אוֹדִיעָה־נָּא אֶתְכֶם אֵת אֲשֶׁר־אֲנִי עֹשֶׂה לְכַרְמִי הָסֵר מְשׂוּכָּתוֹ וְהָיָה לְבָעֵר פָּרֹץ גְּדֵרוֹ וְהָיָה לְמִרְמָס׃''. None
5.1. Let me sing of my well-beloved, A song of my beloved touching his vineyard. My well-beloved had a vineyard In a very fruitful hill; 5.2. And he digged it, and cleared it of stones, And planted it with the choicest vine, And built a tower in the midst of it, And also hewed out a vat therein; And he looked that it should bring forth grapes, And it brought forth wild grapes. . 5.3. And now, O inhabitants of Jerusalem and men of Judah, Judge, I pray you, betwixt me and my vineyard. 5.4. What could have been done more to my vineyard, That I have not done in it? Wherefore, when I looked that it should bring forth grapes, Brought it forth wild grapes? 5.5. And now come, I will tell you What I will do to my vineyard: I will take away the hedge thereof, And it shall be eaten up; I will break down the fence thereof, And it shall be trodden down;''. None
9. Hebrew Bible, Joshua, 1.8, 24.9 (8th cent. BCE - 5th cent. BCE)
 Tagged with subjects: • Prophets, Jewish, educational methods in • Wisdom literature, distinctive function in education • education, goals of • education, goals of, theory • education, pedagogy • ethical education, Judaism • ethical education, in Book of Proverbs • wisdom, Wisdom literature, educational method

 Found in books: Carr (2004) 139, 140; Damm (2018) 34; Hirshman (2009) 111

1.8. לֹא־יָמוּשׁ סֵפֶר הַתּוֹרָה הַזֶּה מִפִּיךָ וְהָגִיתָ בּוֹ יוֹמָם וָלַיְלָה לְמַעַן תִּשְׁמֹר לַעֲשׂוֹת כְּכָל־הַכָּתוּב בּוֹ כִּי־אָז תַּצְלִיחַ אֶת־דְּרָכֶךָ וְאָז תַּשְׂכִּיל׃
24.9. וַיָּקָם בָּלָק בֶּן־צִפּוֹר מֶלֶךְ מוֹאָב וַיִּלָּחֶם בְּיִשְׂרָאֵל וַיִּשְׁלַח וַיִּקְרָא לְבִלְעָם בֶּן־בְּעוֹר לְקַלֵּל אֶתְכֶם׃''. None
1.8. This book of the law shall not depart out of thy mouth, but thou shalt meditate therein day and night, that thou mayest observe to do according to all that is written therein; for then thou shalt make thy ways prosperous, and then thou shalt have good success.
24.9. Then Balak the son of Zippor, king of Moab, arose and fought against Israel; and he sent and called Balaam the son of Beor to curse you.''. None
10. Homer, Iliad, 9.443 (8th cent. BCE - 7th cent. BCE)
 Tagged with subjects: • Greek. See also ethnography education • Pseudo-Hecataeus, On the Jews, Greek education of • education, instruction

 Found in books: Bar Kochba (1997) 151; Farrell (2021) 163

9.443. μύθων τε ῥητῆρʼ ἔμεναι πρηκτῆρά τε ἔργων.''. None
9.443. a mere child, knowing naught as yet of evil war, neither of gatherings wherein men wax preeminent. For this cause sent he me to instruct thee in all these things, to be both a speaker of words and a doer of deeds. Wherefore, dear child, I am not minded hereafter ''. None
11. Hebrew Bible, Ecclesiastes, 12.12 (5th cent. BCE - 2nd cent. BCE)
 Tagged with subjects: • Wisdom literature, distinctive function in education • domestic cult, education

 Found in books: Carr (2004) 144; Vargas (2021) 187

12.12. וְיֹתֵר מֵהֵמָּה בְּנִי הִזָּהֵר עֲשׂוֹת סְפָרִים הַרְבֵּה אֵין קֵץ וְלַהַג הַרְבֵּה יְגִעַת בָּשָׂר׃''. None
12.12. And furthermore, my son, be admonished: of making many books there is no end; and much study is a weariness of the flesh.''. None
12. Hebrew Bible, Ezra, 2.36-2.38 (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • Pseudo-Hecataeus, On the Jews, Jewish education • education

 Found in books: Bar Kochba (1997) 160; Grabbe (2010) 44

2.36. הַכֹּהֲנִים בְּנֵי יְדַעְיָה לְבֵית יֵשׁוּעַ תְּשַׁע מֵאוֹת שִׁבְעִים וּשְׁלֹשָׁה׃ 2.37. בְּנֵי אִמֵּר אֶלֶף חֲמִשִּׁים וּשְׁנָיִם׃ 2.38. בְּנֵי פַשְׁחוּר אֶלֶף מָאתַיִם אַרְבָּעִים וְשִׁבְעָה׃''. None
2.36. The priests: The children of Jedaiah, of the house of Jeshua, nine hundred seventy and three. 2.37. The children of Immer, a thousand fifty and two. 2.38. The children of Pashhur, a thousand two hundred forty and seven. .''. None
13. Herodotus, Histories, 1.29 (5th cent. BCE - 5th cent. BCE)
 Tagged with subjects: • Plato, education • education • education, and theoria

 Found in books: Lloyd (1989) 93; Ward (2021) 38

1.29. ἀπικνέονται ἐς Σάρδις ἀκμαζούσας πλούτῳ ἄλλοι τε οἱ πάντες ἐκ τῆς Ἑλλάδος σοφισταί, οἳ τοῦτον τὸν χρόνον ἐτύγχανον ἐόντες, ὡς ἕκαστος αὐτῶν ἀπικνέοιτο, καὶ δὴ καὶ Σόλων ἀνὴρ Ἀθηναῖος, ὃς Ἀθηναίοισι νόμους κελεύσασι ποιήσας ἀπεδήμησε ἔτεα δέκα κατά θεωρίης πρόφασιν ἐκπλώσας,ἵνα δὴ μή τινα τῶν νόμων ἀναγκασθῇ, λῦσαι τῶν ἔθετο. αὐτοὶ γὰρ οὐκ οἷοί τε ἦσαν αὐτὸ ποιῆσαι Ἀθηναῖοι· ὁρκίοισι γὰρ μεγάλοισι κατείχοντο δέκα ἔτεα χρήσεσθαι νόμοισι τοὺς ἄν σφι Σόλων θῆται.''. None
1.29. and after these were subdued and subject to Croesus in addition to the Lydians, all the sages from Hellas who were living at that time, coming in different ways, came to Sardis, which was at the height of its property; and among them came Solon the Athenian, who, after making laws for the Athenians at their request, went abroad for ten years, sailing forth to see the world, he said. This he did so as not to be compelled to repeal any of the laws he had made,,since the Athenians themselves could not do that, for they were bound by solemn oaths to abide for ten years by whatever laws Solon should make. ''. None
14. Plato, Gorgias, None (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • mathematics, in rulers’ education • music and education (paideia, παιδεία‎)

 Found in books: Broadie (2021) 183; d, Hoine and Martijn (2017) 179

508a. γῆν καὶ θεοὺς καὶ ἀνθρώπους τὴν κοινωνίαν συνέχειν καὶ φιλίαν καὶ κοσμιότητα καὶ σωφροσύνην καὶ δικαιότητα, καὶ τὸ ὅλον τοῦτο διὰ ταῦτα κόσμον καλοῦσιν, ὦ ἑταῖρε, οὐκ ἀκοσμίαν οὐδὲ ἀκολασίαν. σὺ δέ μοι δοκεῖς οὐ προσέχειν τὸν νοῦν τούτοις, καὶ ταῦτα σοφὸς ὤν, ἀλλὰ λέληθέν σε ὅτι ἡ ἰσότης ἡ γεωμετρικὴ καὶ ἐν θεοῖς καὶ ἐν ἀνθρώποις μέγα δύναται, σὺ δὲ πλεονεξίαν οἴει δεῖν ἀσκεῖν· γεωμετρίας γὰρ ἀμελεῖς. εἶεν· ἢ ἐξελεγκτέος δὴ οὗτος ὁ λόγος''. None
508a. and gods and men are held together by communion and friendship, by orderliness, temperance, and justice; and that is the reason, my friend, why they call the whole of this world by the name of order, not of disorder or dissoluteness. Now you, as it seems to me, do not give proper attention to this, for all your cleverness, but have failed to observe the great power of geometrical equality amongst both gods and men: you hold that self-advantage is what one ought to practice, because you neglect geometry. Very well: either we must refute this statement, that it is by the possession''. None
15. Plato, Laws, None (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • Plato, on education • children, religious education of • education • education (training), of children • religious authority, education

 Found in books: Ando and Ruepke (2006) 71; Ebrey and Kraut (2022) 27, 541; Horkey (2019) 138; Liatsi (2021) 74; Mikalson (2010) 84; Sattler (2021) 23

834e. ἐν ἀγῶσιν καὶ ὅσα καθʼ ἡμέραν ἐν διδασκάλων ἐκπονούμεθα, πάντως ἤδη πέρας ἔχει. καὶ δὴ καὶ μουσικῆς τὰ μὲν πλεῖστα ὡσαύτως διαπεπέρανται, τὰ δὲ ῥαψῳδῶν καὶ τῶν τούτοις ἑπομένων, καὶ ὅσαι ἐν ἑορταῖς ἅμιλλαι χορῶν ἀναγκαῖαι γίγνεσθαι, ταχθέντων τοῖς θεοῖς τε καὶ τοῖς μετὰ θεῶν μηνῶν καὶ ἡμερῶν καὶ ἐνιαυτῶν, κοσμηθήσονται τότε, εἴτε τριετηρίδες εἴτε αὖ καὶ διὰ πέμπτων ἐτῶν, εἴθʼ ὅπῃ καὶ' '. None
834e. by means of contests and of daily teaching. Most of our account of music has likewise been completed; the regulations about rhapsodes, however, and their retinue, and the choral contests which must accompany festivals are matters to be arranged after the gods and demi-gods have had their months, days and years assigned to them; then it will be seen whether they should be biennial fixtures or quadrennial,' '. None
16. Plato, Protagoras, None (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • Scribal education • children, religious education of • education • education, and physical punishment • parents, religious education by

 Found in books: Allen and Dunne (2022) 11; Cueva et al. (2018b) 311; Huffman (2019) 98; Mikalson (2010) 191

325c. μηδὲ θεραπευθεῖσιν εἰς ἀρετήν, καὶ πρὸς τῷ θανάτῳ χρημάτων τε δημεύσεις καὶ ὡς ἔπος εἰπεῖν συλλήβδην τῶν οἴκων ἀνατροπαί, ταῦτα δʼ ἄρα οὐ διδάσκονται οὐδʼ ἐπιμελοῦνται πᾶσαν ἐπιμέλειαν; οἴεσθαί γε χρή, ὦ Σώκρατες. ἐκ παίδων σμικρῶν ἀρξάμενοι, μέχρι οὗπερ ἂν ζῶσι, καὶ διδάσκουσι καὶ νουθετοῦσιν. ἐπειδὰν θᾶττον συνιῇ τις τὰ λεγόμενα, καὶ τροφὸς καὶ μήτηρ καὶ παιδαγωγὸς καὶ αὐτὸς'325d. ὁ πατὴρ περὶ τούτου διαμάχονται, ὅπως ὡς βέλτιστος ἔσται ὁ παῖς, παρʼ ἕκαστον καὶ ἔργον καὶ λόγον διδάσκοντες καὶ ἐνδεικνύμενοι ὅτι τὸ μὲν δίκαιον, τὸ δὲ ἄδικον, καὶ τόδε μὲν καλόν, τόδε δὲ αἰσχρόν, καὶ τόδε μὲν ὅσιον, τόδε δὲ ἀνόσιον, καὶ τὰ μὲν ποίει, τὰ δὲ μὴ ποίει. καὶ ἐὰν μὲν ἑκὼν πείθηται· εἰ δὲ μή, ὥσπερ ξύλον διαστρεφόμενον καὶ καμπτόμενον εὐθύνουσιν ἀπειλαῖς καὶ πληγαῖς. μετὰ δὲ ταῦτα εἰς διδασκάλων πέμποντες πολὺ μᾶλλον ἐντέλλονται ἐπιμελεῖσθαι '. None
325c. if not instructed and cultivated in virtue—and not merely death, but confiscation of property and practically the entire subversion of their house—here they do not have them taught or take the utmost care of them? So at any rate we must conclude, Socrates.'325d. that the child may excel, and as each act and word occurs they teach and impress upon him that this is just, and that unjust, one thing noble, another base, one holy, another unholy, and that he is to do this, and not do that. If he readily obeys,—so; but if not, they treat him as a bent and twisted piece of wood and straighten him with threats and blows. After this they send them to school and charge the master to take far more pains over their children’s good behavior than over their letter '. None
17. Plato, Sophist, None (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • education • education, nourishment • nourishment/nurturance, education • paideia, education • soul, education

 Found in books: Penniman (2017) 30; Wilson (2012) 139

230d. ὄνησιν, πρὶν ἂν ἐλέγχων τις τὸν ἐλεγχόμενον εἰς αἰσχύνην καταστήσας, τὰς τοῖς μαθήμασιν ἐμποδίους δόξας ἐξελών, καθαρὸν ἀποφήνῃ καὶ ταῦτα ἡγούμενον ἅπερ οἶδεν εἰδέναι μόνα, πλείω δὲ μή. ΘΕΑΙ. βελτίστη γοῦν καὶ σωφρονεστάτη τῶν ἕξεων αὕτη. ΞΕ. διὰ ταῦτα δὴ πάντα ἡμῖν, ὦ Θεαίτητε, καὶ τὸν ἔλεγχον λεκτέον ὡς ἄρα μεγίστη καὶ κυριωτάτη τῶν καθάρσεών ἐστι, καὶ τὸν ἀνέλεγκτον αὖ νομιστέον, ἂν καὶ τυγχάνῃ''. None
230d. until someone by cross-questioning reduces him who is cross-questioned to an attitude of modesty, by removing the opinions that obstruct the teachings, and thus purges him and makes him think that he knows only what he knows, and no more. Theaet. That is surely the best and most reasonable state of mind. Str. For all these reasons, Theaetetus, we must assert that cross-questioning is the greatest and most efficacious of all purifications, and that he who is not cross-questioned, even though he be the Great King,''. None
18. Plato, Theaetetus, None (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • education • education in history/geography • education, philosophical education • education/educational • myth, in education

 Found in books: Despotis and Lohr (2022) 331; Liatsi (2021) 78; Segev (2017) 63

155d. ΣΩ. Θεόδωρος γάρ, ὦ φίλε, φαίνεται οὐ κακῶς τοπάζειν περὶ τῆς φύσεώς σου. μάλα γὰρ φιλοσόφου τοῦτο τὸ πάθος, τὸ θαυμάζειν· οὐ γὰρ ἄλλη ἀρχὴ φιλοσοφίας ἢ αὕτη, καὶ ἔοικεν ὁ τὴν Ἶριν Θαύμαντος ἔκγονον φήσας οὐ κακῶς γενεαλογεῖν. ἀλλὰ πότερον μανθάνεις ἤδη διʼ ὃ ταῦτα τοιαῦτʼ ἐστὶν ἐξ ὧν τὸν Πρωταγόραν φαμὲν λέγειν, ἢ οὔπω; ΘΕΑΙ. οὔπω μοι δοκῶ. ΣΩ. χάριν οὖν μοι εἴσῃ ἐάν σοι ἀνδρός, μᾶλλον δὲ ἀνδρῶν ὀνομαστῶν τῆς διανοίας τὴν ἀλήθειαν ἀποκεκρυμμένην' '. None
155d. SOC. Theodorus seems to be a pretty good guesser about your nature. For this feeling of wonder shows that you are a philosopher, since wonder is the only beginning of philosophy, and he who said that Iris was the child of Thaumas made a good genealogy. But do you begin to understand why these things are so, according to the doctrine we attribute to Protagoras, or do you not as yet? THEAET. Not yet, I think. SOC. And will you be grateful to me if I help you' '. None
19. Plato, Timaeus, None (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • Plato on education (paideia, παιδεία‎) • education

 Found in books: Ebrey and Kraut (2022) 489; d, Hoine and Martijn (2017) 284

29a. ἀπηργάζετο, πότερον πρὸς τὸ κατὰ ταὐτὰ καὶ ὡσαύτως ἔχον ἢ πρὸς τὸ γεγονός. εἰ μὲν δὴ καλός ἐστιν ὅδε ὁ κόσμος ὅ τε δημιουργὸς ἀγαθός, δῆλον ὡς πρὸς τὸ ἀίδιον ἔβλεπεν· εἰ δὲ ὃ μηδʼ εἰπεῖν τινι θέμις, πρὸς γεγονός. παντὶ δὴ σαφὲς ὅτι πρὸς τὸ ἀίδιον· ὁ μὲν γὰρ κάλλιστος τῶν γεγονότων, ὁ δʼ ἄριστος τῶν αἰτίων. οὕτω δὴ γεγενημένος πρὸς τὸ λόγῳ καὶ φρονήσει περιληπτὸν καὶ κατὰ ταὐτὰ ἔχον δεδημιούργηται·''. None
29a. Was it after that which is self-identical and uniform, or after that which has come into existence; Now if so be that this Cosmos is beautiful and its Constructor good, it is plain that he fixed his gaze on the Eternal; but if otherwise (which is an impious supposition), his gaze was on that which has come into existence. But it is clear to everyone that his gaze was on the Eternal; for the Cosmos is the fairest of all that has come into existence, and He the best of all the Causes. So having in this wise come into existence, it has been constructed after the pattern of that which is apprehensible by reason and thought and is self-identical.''. None
20. Xenophon, The Persian Expedition, 1.9 (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • Greek. See also ethnography education • Pseudo-Hecataeus, On the Jews, Greek education of • education,

 Found in books: Bar Kochba (1997) 151; Hau (2017) 241

1.9. 4. However, I will not go to the other extreme, out of opposition to those men who extol the Romans, nor will I determine to raise the actions of my countrymen too high; but I will prosecute the actions of both parties with accuracy. Yet shall I suit my language to the passions I am under, as to the affairs I describe, and must be allowed to indulge some lamentations upon the miseries undergone by my own country.
1.9. 4. However, when he fought with Obodas, king of the Arabians, who had laid an ambush for him near Golan, and a plot against him, he lost his entire army, which was crowded together in a deep valley, and broken to pieces by the multitude of camels. And when he had made his escape to Jerusalem, he provoked the multitude, which hated him before, to make an insurrection against him, and this on account of the greatness of the calamity that he was under.''. None
21. Xenophon, The Education of Cyrus, 1.2.2-1.2.16, 1.3.18 (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • Greek. See also ethnography education • Persian, system of court education • Pseudo-Hecataeus, On the Jews, Greek education of • Xenophon, on Cyrus education in deceit • education (training), of children

 Found in books: Bar Kochba (1997) 151; Hesk (2000) 138; Papadodima (2022) 21; Sattler (2021) 23

1.2.2. φύσιν μὲν δὴ τῆς μορφῆς καὶ τῆς ψυχῆς τοιαύτην ἔχων διαμνημονεύεται· ἐπαιδεύθη γε μὴν ἐν Περσῶν νόμοις· οὗτοι δὲ δοκοῦσιν οἱ νόμοι ἄρχεσθαι τοῦ κοινοῦ ἀγαθοῦ ἐπιμελούμενοι οὐκ ἔνθενπερ ἐν ταῖς πλείσταις πόλεσιν ἄρχονται. αἱ μὲν γὰρ πλεῖσται πόλεις ἀφεῖσαι παιδεύειν ὅπως τις ἐθέλει τοὺς ἑαυτοῦ παῖδας, καὶ αὐτοὺς τοὺς πρεσβυτέρους ὅπως ἐθέλουσι διάγειν, ἔπειτα προστάττουσιν αὐτοῖς μὴ κλέπτειν μηδὲ ἁρπάζειν, μὴ βίᾳ εἰς οἰκίαν παριέναι, μὴ παίειν ὃν μὴ δίκαιον, μὴ μοιχεύειν, μὴ ἀπειθεῖν ἄρχοντι, καὶ τἆλλα τὰ τοιαῦτα ὡσαύτως· ἢν δέ τις τούτων τι παραβαίνῃ, ζημίαν αὐτοῖς ἐπέθεσαν. 1.2.3. οἱ δὲ Περσικοὶ νόμοι προλαβόντες ἐπιμέλονται ὅπως τὴν ἀρχὴν μὴ τοιοῦτοι ἔσονται οἱ πολῖται οἷοι πονηροῦ τινος ἢ αἰσχροῦ ἔργου ἐφίεσθαι. ἐπιμέλονται δὲ ὧδε. ἔστιν αὐτοῖς ἐλευθέρα ἀγορὰ καλουμένη, ἔνθα τά τε βασίλεια καὶ τἆλλα ἀρχεῖα πεποίηται. ἐντεῦθεν τὰ μὲν ὤνια καὶ οἱ ἀγοραῖοι καὶ αἱ τούτων φωναὶ καὶ ἀπειροκαλίαι ἀπελήλανται εἰς ἄλλον τόπον, ὡς μὴ μιγνύηται ἡ τούτων τύρβη τῇ τῶν πεπαιδευμένων εὐκοσμίᾳ. 1.2.4. διῄρηται δὲ αὕτη ἡ ἀγορὰ ἡ περὶ τὰ ἀρχεῖα τέτταρα μέρη· τούτων δʼ ἔστιν ἓν μὲν παισίν, ἓν δὲ ἐφήβοις, ἄλλο τελείοις ἀνδράσιν, ἄλλο τοῖς ὑπὲρ τὰ στρατεύσιμα ἔτη γεγονόσι. νόμῳ δʼ εἰς τὰς ἑαυτῶν χώρας ἕκαστοι τούτων πάρεισιν, οἱ μὲν παῖδες ἅμα τῇ ἡμέρᾳ καὶ οἱ τέλειοι ἄνδρες, οἱ δὲ γεραίτεροι ἡνίκʼ ἂν ἑκάστῳ προχωρῇ, πλὴν ἐν ταῖς τεταγμέναις ἡμέραις, ἐν αἷς αὐτοὺς δεῖ παρεῖναι. οἱ δὲ ἔφηβοι καὶ κοιμῶνται περὶ τὰ ἀρχεῖα σὺν τοῖς γυμνητικοῖς ὅπλοις πλὴν τῶν γεγαμηκότων· οὗτοι δὲ οὔτε ἐπιζητοῦνται, ἢν μὴ προρρηθῇ παρεῖναι, οὔτε πολλάκις ἀπεῖναι καλόν. 1.2.5. ἄρχοντες δʼ ἐφʼ ἑκάστῳ τούτων τῶν μερῶν εἰσι δώδεκα· δώδεκα γὰρ καὶ Περσῶν φυλαὶ διῄρηνται. καὶ ἐπὶ μὲν τοῖς παισὶν ἐκ τῶν γεραιτέρων ᾑρημένοι εἰσὶν οἳ ἂν δοκῶσι τοὺς παῖδας βελτίστους ἀποδεικνύναι· ἐπὶ δὲ τοῖς ἐφήβοις ἐκ τῶν τελείων ἀνδρῶν οἳ ἂν αὖ τοὺς ἐφήβους βελτίστους δοκῶσι παρέχειν· ἐπὶ δὲ τοῖς τελείοις ἀνδράσιν οἳ ἂν δοκῶσι παρέχειν αὐτοὺς μάλιστα τὰ τεταγμένα ποιοῦντας καὶ τὰ παραγγελλόμενα ὑπὸ τῆς μεγίστης ἀρχῆς· εἰσὶ δὲ καὶ τῶν γεραιτέρων προστάται ᾑρημένοι, οἳ προστατεύουσιν ὅπως καὶ οὗτοι τὰ καθήκοντα ἀποτελῶσιν. ἃ δὲ ἑκάστῃ ἡλικίᾳ προστέτακται ποιεῖν διηγησόμεθα, ὡς μᾶλλον δῆλον γένηται ᾗ ἐπιμέλονται ὡς ἂν βέλτιστοι εἶεν οἱ πολῖται. 1.2.6. οἱ μὲν δὴ παῖδες εἰς τὰ διδασκαλεῖα φοιτῶντες διάγουσι μανθάνοντες δικαιοσύνην· καὶ λέγουσιν ὅτι ἐπὶ τοῦτο ἔρχονται ὥσπερ παρʼ ἡμῖν ὅτι γράμματα μαθησόμενοι. οἱ δʼ ἄρχοντες αὐτῶν διατελοῦσι τὸ πλεῖστον τῆς ἡμέρας δικάζοντες αὐτοῖς. γίγνεται γὰρ δὴ καὶ παισὶ πρὸς ἀλλήλους ὥσπερ ἀνδράσιν ἐγκλήματα καὶ κλοπῆς καὶ ἁρπαγῆς καὶ βίας καὶ ἀπάτης καὶ κακολογίας καὶ ἄλλων οἵων δὴ εἰκός. 1.2.7. οὓς δʼ ἂν γνῶσι τούτων τι ἀδικοῦντας, τιμωροῦνται. κολάζουσι δὲ καὶ ὃν ἂν ἀδίκως ἐγκαλοῦντα εὑρίσκωσι. δικάζουσι δὲ καὶ ἐγκλήματος οὗ ἕνεκα ἄνθρωποι μισοῦσι μὲν ἀλλήλους μάλιστα, δικάζονται δὲ ἥκιστα, ἀχαριστίας, καὶ ὃν ἂν γνῶσι δυνάμενον μὲν χάριν ἀποδιδόναι, μὴ ἀποδιδόντα δέ, κολάζουσι καὶ τοῦτον ἰσχυρῶς. οἴονται γὰρ τοὺς ἀχαρίστους καὶ περὶ θεοὺς ἂν μάλιστα ἀμελῶς ἔχειν καὶ περὶ γονέας καὶ πατρίδα καὶ φίλους. ἕπεσθαι δὲ δοκεῖ μάλιστα τῇ ἀχαριστίᾳ ἡ ἀναισχυντία· καὶ γὰρ αὕτη μεγίστη δοκεῖ εἶναι ἐπὶ πάντα τὰ αἰσχρὰ ἡγεμών. 1.2.8. διδάσκουσι δὲ τοὺς παῖδας καὶ σωφροσύνην· μέγα δὲ συμβάλλεται εἰς τὸ μανθάνειν σωφρονεῖν αὐτοὺς ὅτι καὶ τοὺς πρεσβυτέρους ὁρῶσιν ἀνὰ πᾶσαν ἡμέραν σωφρόνως διάγοντας. διδάσκουσι δὲ αὐτοὺς καὶ πείθεσθαι τοῖς ἄρχουσι· μέγα δὲ καὶ εἰς τοῦτο συμβάλλεται ὅτι ὁρῶσι τοὺς πρεσβυτέρους πειθομένους τοῖς ἄρχουσιν ἰσχυρῶς. διδάσκουσι δὲ καὶ ἐγκράτειαν γαστρὸς καὶ ποτοῦ· μέγα δὲ καὶ εἰς τοῦτο συμβάλλεται ὅτι ὁρῶσι τοὺς πρεσβυτέρους οὐ πρόσθεν ἀπιόντας γαστρὸς ἕνεκα πρὶν ἂν ἀφῶσιν οἱ ἄρχοντες, καὶ ὅτι οὐ παρὰ μητρὶ σιτοῦνται οἱ παῖδες, ἀλλὰ παρὰ τῷ διδασκάλῳ, ὅταν οἱ ἄρχοντες σημήνωσι. φέρονται δὲ οἴκοθεν σῖτον μὲν ἄρτον, ὄψον δὲ κάρδαμον, πιεῖν δέ, ἤν τις διψῇ, κώθωνα, ὡς ἀπὸ τοῦ ποταμοῦ ἀρύσασθαι. πρὸς δὲ τούτοις μανθάνουσι καὶ τοξεύειν καὶ ἀκοντίζειν. μέχρι μὲν δὴ ἓξ ἢ ἑπτακαίδεκα ἐτῶν ἀπὸ γενεᾶς οἱ παῖδες ταῦτα πράττουσιν, ἐκ τούτου δὲ εἰς τοὺς ἐφήβους ἐξέρχονται. 1.2.9. οὗτοι δʼ αὖ οἱ ἔφηβοι διάγουσιν ὧδε. δέκα ἔτη ἀφʼ οὗ ἂν ἐκ παίδων ἐξέλθωσι κοιμῶνται μὲν περὶ τὰ ἀρχεῖα, ὥσπερ προειρήκαμεν, καὶ φυλακῆς ἕνεκα τῆς πόλεως καὶ σωφροσύνης· δοκεῖ γὰρ αὕτη ἡ ἡλικία μάλιστα ἐπιμελείας δεῖσθαι· παρέχουσι δὲ καὶ τὴν ἡμέραν ἑαυτοὺς τοῖς ἄρχουσι χρῆσθαι ἤν τι δέωνται ὑπὲρ τοῦ κοινοῦ. καὶ ὅταν μὲν δέῃ, πάντες μένουσι περὶ τὰ ἀρχεῖα· ὅταν δὲ ἐξίῃ βασιλεὺς ἐπὶ θήραν, ἐξάγει τὴν ἡμίσειαν τῆς φυλακῆς· ποιεῖ δὲ τοῦτο πολλάκις τοῦ μηνός. ἔχειν δὲ δεῖ τοὺς ἐξιόντας τόξα καὶ παρὰ τὴν φαρέτραν ἐν κολεῷ κοπίδα ἢ σάγαριν, ἔτι δὲ γέρρον καὶ παλτὰ δύο, ὥστε τὸ μὲν ἀφεῖναι, τῷ δʼ, ἂν δέῃ, ἐκ χειρὸς χρῆσθαι. 1.2.10. διὰ τοῦτο δὲ δημοσίᾳ τοῦ θηρᾶν ἐπιμέλονται, καὶ βασιλεὺς ὥσπερ καὶ ἐν πολέμῳ ἡγεμών ἐστιν αὐτοῖς καὶ αὐτός τε θηρᾷ καὶ τῶν ἄλλων ἐπιμελεῖται ὅπως ἂν θηρῶσιν, ὅτι ἀληθεστάτη αὐτοῖς δοκεῖ εἶναι αὕτη ἡ μελέτη τῶν πρὸς τὸν πόλεμον. καὶ γὰρ πρῲ ἀνίστασθαι ἐθίζει καὶ ψύχη καὶ θάλπη ἀνέχεσθαι, γυμνάζει δὲ καὶ ὁδοιπορίαις καὶ δρόμοις, ἀνάγκη δὲ καὶ τοξεῦσαι θηρίον καὶ ἀκοντίσαι ὅπου ἂν παραπίπτῃ. καὶ τὴν ψυχὴν δὲ πολλάκις ἀνάγκη θήγεσθαι ὅταν τι τῶν ἀλκίμων θηρίων ἀνθιστῆται· παίειν μὲν γὰρ δήπου δεῖ τὸ ὁμόσε γιγνόμενον, φυλάξασθαι δὲ τὸ ἐπιφερόμενον· ὥστε οὐ ῥᾴδιον εὑρεῖν τί ἐν τῇ θήρᾳ ἄπεστι τῶν ἐν πολέμῳ παρόντων. 1.2.11. ἐξέρχονται δὲ ἐπὶ τὴν θήραν ἄριστον ἔχοντες πλέον μέν, ὡς τὸ εἰκός, τῶν παίδων, τἆλλα δὲ ὅμοιον. καὶ θηρῶντες μὲν οὐκ ἂν ἀριστήσαιεν, ἢν δέ τι δεήσῃ ἢ θηρίου ἕνεκα ἐπικαταμεῖναι ἢ ἄλλως ἐθελήσωσι διατρῖψαι περὶ τὴν θήραν, τὸ οὖν ἄριστον τοῦτο δειπνήσαντες τὴν ὑστεραίαν αὖ θηρῶσι μέχρι δείπνου, καὶ μίαν ἄμφω τούτω τὼ ἡμέρα λογίζονται, ὅτι μιᾶς ἡμέρας σῖτον δαπανῶσι. τοῦτο δὲ ποιοῦσι τοῦ ἐθίζεσθαι ἕνεκα, ἵνʼ ἐάν τι καὶ ἐν πολέμῳ δεήσῃ, δύνωνται ταὐτὸ ποιεῖν. καὶ ὄψον δὲ τοῦτο ἔχουσιν οἱ τηλικοῦτοι ὅ τι ἂν θηράσωσιν· εἰ δὲ μή, τὸ κάρδαμον. εἰ δέ τις αὐτοὺς οἴεται ἢ ἐσθίειν ἀηδῶς, ὅταν κάρδαμον μόνον ἔχωσιν ἐπὶ τῷ σίτῳ, ἢ πίνειν ἀηδῶς, ὅταν ὕδωρ πίνωσιν, ἀναμνησθήτω πῶς μὲν ἡδὺ μᾶζα καὶ ἄρτος πεινῶντι φαγεῖν, πῶς δὲ ἡδὺ ὕδωρ πιεῖν διψῶντι. 1.2.12. αἱ δʼ αὖ μένουσαι φυλαὶ διατρίβουσι μελετῶσαι τά τε ἄλλα ἃ παῖδες ὄντες ἔμαθον καὶ τοξεύειν καὶ ἀκοντίζειν, καὶ διαγωνιζόμενοι ταῦτα πρὸς ἀλλήλους διατελοῦσιν. εἰσὶ δὲ καὶ δημόσιοι τούτων ἀγῶνες καὶ ἆθλα προτίθεται· ἐν ᾗ δʼ ἂν τῶν φυλῶν πλεῖστοι ὦσι δαημονέστατοι καὶ ἀνδρικώτατοι καὶ εὐπιστότατοι, ἐπαινοῦσιν οἱ πολῖται καὶ τιμῶσιν οὐ μόνον τὸν νῦν ἄρχοντα αὐτῶν, ἀλλὰ καὶ ὅστις αὐτοὺς παῖδας ὄντας ἐπαίδευσε. χρῶνται δὲ τοῖς μένουσι τῶν ἐφήβων αἱ ἀρχαί, ἤν τι ἢ φρουρῆσαι δεήσῃ ἢ κακούργους ἐρευνῆσαι ἢ λῃστὰς ὑποδραμεῖν ἢ καὶ ἄλλο τι ὅσα ἰσχύος ἢ τάχους ἔργα ἐστί. ταῦτα μὲν δὴ οἱ ἔφηβοι πράττουσιν. ἐπειδὰν δὲ τὰ δέκα ἔτη διατελέσωσιν, ἐξέρχονται εἰς τοὺς τελείους ἄνδρας. 1.2.13. ἀφʼ οὗ δʼ ἂν ἐξέλθωσι χρόνου οὗτοι αὖ πέντε καὶ εἴκοσιν ἔτη διάγουσιν ὧδε. πρῶτον μὲν ὥσπερ οἱ ἔφηβοι παρέχουσιν ἑαυτοὺς ταῖς ἀρχαῖς χρῆσθαι, ἤν τι δέῃ ὑπὲρ τοῦ κοινοῦ, ὅσα φρονούντων τε ἤδη ἔργα ἐστὶ καὶ ἔτι δυναμένων. ἢν δέ ποι δέῃ στρατεύεσθαι, τόξα μὲν οἱ οὕτω πεπαιδευμένοι οὐκέτι ἔχοντες οὐδὲ παλτὰ στρατεύονται, τὰ δὲ ἀγχέμαχα ὅπλα καλούμενα, θώρακά τε περὶ τοῖς στέρνοις καὶ γέρρον ἐν τῇ ἀριστερᾷ, οἷόνπερ γράφονται οἱ Πέρσαι ἔχοντες, ἐν δὲ τῇ δεξιᾷ μάχαιραν ἢ κοπίδα. καὶ αἱ ἀρχαὶ δὲ πᾶσαι ἐκ τούτων καθίστανται πλὴν οἱ τῶν παίδων διδάσκαλοι. ἐπειδὰν δὲ τὰ πέντε καὶ εἴκοσιν ἔτη διατελέσωσιν, εἴησαν μὲν ἂν οὗτοι πλέον τι γεγονότες ἢ τὰ πεντήκοντα ἔτη ἀπὸ γενεᾶς· ἐξέρχονται δὲ τηνικαῦτα εἰς τοὺς γεραιτέρους ὄντας τε καὶ καλουμένους. 1.2.14. οἱ δʼ αὖ γεραίτεροι οὗτοι στρατεύονται μὲν οὐκέτι ἔξω τῆς ἑαυτῶν, οἴκοι δὲ μένοντες δικάζουσι τά τε κοινὰ καὶ τὰ ἴδια πάντα. καὶ θανάτου δὲ οὗτοι κρίνουσι, καὶ τὰς ἀρχὰς οὗτοι πάσας αἱροῦνται· καὶ ἤν τις ἢ ἐν ἐφήβοις ἢ ἐν τελείοις ἀνδράσιν ἐλλίπῃ τι τῶν νομίμων, φαίνουσι μὲν οἱ φύλαρχοι ἕκαστοι καὶ τῶν ἄλλων ὁ βουλόμενος, οἱ δὲ γεραίτεροι ἀκούσαντες ἐκκρίνουσιν· ὁ δὲ ἐκκριθεὶς ἄτιμος διατελεῖ τὸν λοιπὸν βίον. 1.2.15. ἵνα δὲ σαφέστερον δηλωθῇ πᾶσα ἡ Περσῶν πολιτεία, μικρὸν ἐπάνειμι· νῦν γὰρ ἐν βραχυτάτῳ ἂν δηλωθείη διὰ τὰ προειρημένα. λέγονται μὲν γὰρ Πέρσαι ἀμφὶ τὰς δώδεκα μυριάδας εἶναι· τούτων δʼ οὐδεὶς ἀπελήλαται νόμῳ τιμῶν καὶ ἀρχῶν, ἀλλʼ ἔξεστι πᾶσι Πέρσαις πέμπειν τοὺς ἑαυτῶν παῖδας εἰς τὰ κοινὰ τῆς δικαιοσύνης διδασκαλεῖα. ἀλλʼ οἱ μὲν δυνάμενοι τρέφειν τοὺς παῖδας ἀργοῦντας πέμπουσιν, οἱ δὲ μὴ δυνάμενοι οὐ πέμπουσιν. οἳ δʼ ἂν παιδευθῶσι παρὰ τοῖς δημοσίοις διδασκάλοις, ἔξεστιν αὐτοῖς ἐν τοῖς ἐφήβοις νεανισκεύεσθαι, τοῖς δὲ μὴ διαπαιδευθεῖσιν οὕτως οὐκ ἔξεστιν. οἳ δʼ ἂν αὖ ἐν τοῖς ἐφήβοις διατελέσωσι τὰ νόμιμα ποιοῦντες, ἔξεστι τούτοις εἰς τοὺς τελείους ἄνδρας συναλίζεσθαι καὶ ἀρχῶν καὶ τιμῶν μετέχειν, οἳ δʼ ἂν μὴ διαγένωνται ἐν τοῖς ἐφήβοις, οὐκ εἰσέρχονται εἰς τοὺς τελείους. οἳ δʼ ἂν αὖ ἐν τοῖς τελείοις διαγένωνται ἀνεπίληπτοι, οὗτοι τῶν γεραιτέρων γίγνονται. οὕτω μὲν δὴ οἱ γεραίτεροι διὰ πάντων τῶν καλῶν ἐληλυθότες καθίστανται· καὶ ἡ πολιτεία αὕτη, ᾗ οἴονται χρώμενοι βέλτιστοι ἂν εἶναι. 1.2.16. καὶ νῦν δὲ ἔτι ἐμμένει μαρτύρια καὶ τῆς μετρίας διαίτης αὐτῶν καὶ τοῦ ἐκπονεῖσθαι τὴν δίαιταν. αἰσχρὸν μὲν γὰρ ἔτι καὶ νῦν ἐστι Πέρσαις καὶ τὸ πτύειν καὶ τὸ ἀπομύττεσθαι καὶ τὸ φύσης μεστοὺς φαίνεσθαι, αἰσχρὸν δέ ἐστι καὶ τὸ ἰόντα ποι φανερὸν γενέσθαι ἢ τοῦ οὐρῆσαι ἕνεκα ἢ καὶ ἄλλου τινὸς τοιούτου. ταῦτα δὲ οὐκ ἂν ἐδύναντο ποιεῖν, εἰ μὴ καὶ διαίτῃ μετρίᾳ ἐχρῶντο καὶ τὸ ὑγρὸν ἐκπονοῦντες ἀνήλισκον, ὥστε ἄλλῃ πῃ ἀποχωρεῖν. ταῦτα μὲν δὴ κατὰ πάντων Περσῶν ἔχομεν λέγειν· οὗ δʼ ἕνεκα ὁ λόγος ὡρμήθη, νῦν λέξομεν τὰς Κύρου πράξεις ἀρξάμενοι ἀπὸ παιδός.
1.3.18. ἀλλʼ οὐ ταὐτά, ἔφη, ὦ παῖ, παρὰ τῷ πάππῳ καὶ ἐν Πέρσαις δίκαια ὁμολογεῖται. οὗτος μὲν γὰρ τῶν ἐν Μήδοις πάντων ἑαυτὸν δεσπότην πεποίηκεν, ἐν Πέρσαις δὲ τὸ ἴσον ἔχειν δίκαιον νομίζεται. καὶ ὁ σὸς πρῶτος πατὴρ τὰ τεταγμένα μὲν ποιεῖ τῇ πόλει, τὰ τεταγμένα δὲ λαμβάνει, μέτρον δὲ αὐτῷ οὐχ ἡ ψυχὴ ἀλλʼ ὁ νόμος ἐστίν. ὅπως οὖν μὴ ἀπολῇ μαστιγούμενος, ἐπειδὰν οἴκοι ᾖς, ἂν παρὰ τούτου μαθὼν ἥκῃς ἀντὶ τοῦ βασιλικοῦ τὸ τυραννικόν, ἐν ᾧ ἐστι τὸ πλέον οἴεσθαι χρῆναι πάντων ἔχειν. ἀλλʼ ὅ γε σὸς πατήρ, εἶπεν ὁ Κῦρος, δεινότερός ἐστιν, ὦ μῆτερ, διδάσκειν μεῖον ἢ πλέον ἔχειν· ἢ οὐχ ὁρᾷς, ἔφη, ὅτι καὶ Μήδους ἅπαντας δεδίδαχεν αὑτοῦ μεῖον ἔχειν; ὥστε θάρρει, ὡς ὅ γε σὸς πατὴρ οὔτʼ ἄλλον οὐδένα οὔτʼ ἐμὲ πλεονεκτεῖν μαθόντα ἀποπέμψει.''. None
1.2.2. Such then were the natural endowments, physical and spiritual, that he is reputed to have had; but he was educated in conformity with the laws of the Persians; and these laws appear in their care for the common weal not to start from the same point as they do in most states. For most states permit every one to train his own children just as he will, and the older people themselves to live as they please; and then they command them not to steal and not to rob, not to break into anybody’s house, not to strike a person whom they have no right to strike, not to commit adultery, not to disobey an officer, and so forth; and if a man transgress anyone one of these laws, they punish him. 1.2.3. They have their so-called Free Square, where the royal palace and other government buildings are located. The hucksters with their wares, their cries, and their vulgarities are excluded from this and relegated to another part of the city, in order that their tumult may not intrude upon the orderly life of the cultured. 1.2.4. 1.2.5. 1.2.6. The boys go to school and spend their time in Its method and curriculum: A. Boys learning justice; and they say that they go there for this purpose, just as in our country they say that they go to learn to read and write. And their officers spend the greater part of the day in deciding cases for them. For, as a matter of course, boys also prefer charges against one another, just as men do, of theft, robbery, assault, cheating, slander, and other things that naturally come up; and when they discover any one committing any of these crimes, they punish him, 1.2.9. Now the young men in their turn live as follows: B. Youths for ten years after they are promoted from the class of boys they pass the nights, as we said before, about the government buildings. This they do for the sake of guarding the city and of developing their powers of self-control; for this time of life, it seems, demands the most watchful care. And during the day, too, they put themselves at the disposal of the authorities, if they are needed for any service to the state. Whenever it is necessary, they all remain about the public buildings. But when the king goes out hunting, he takes out half the garrison; and this he does many times a month. Those who go must take bow and arrows and, in addition to the quiver, a sabre or bill The oriental bill was a tool or weapon with a curved blade, shorter than a sabre and corresponding very closely to the Spanish-American machete. in its scabbard; they carry along also a light shield and two spears, on to throw, the other to use in case of necessity in a hand-to-hand encounter. 1.2.11. When they go out hunting they carry along a lunch, The Greeks ate but two meals a day: the first, ἄριστον, toward midday, the other, δεῖπνον, toward sun-down. more in quantity than that of the boys, as is proper, but in other respects the same; but they would never think of lunching while they are busy with the chase. If, however, for some reason it is necessary to stay longer on account of the game or if for some other reason they wish to continue longer on the chase, then they make their dinner of this luncheon and hunt again on the following day until dinner time; and these two days they count as one, because they consume but one day’s provisions. This they do to harden themselves, in order that, if ever it is necessary in war, they may be able to do the same. Those of this age have for relish the game that they kill; if they fail to kill any, then cresses. Now, if any one thinks that they do not enjoy eating, when they have only cresses with their bread, or that they do not enjoy drinking when they drink only water, let him remember how sweet barley bread and wheaten bread taste when one is hungry, and how sweet water is to drink when one is thirsty. 1.2.12. The divisions remaining at home, in their turn, pass their time shooting with the bow and hurling the spear and practising all the other arts that they learned when they were boys, and they continually engage in contests of this kind with one another. And there are also public contests of this sort, for which prizes are offered; and whatever division has the greatest number of the most expert, the most manly, and the best disciplined young men, the citizens praise and honour not only its present chief officer but also the one who trained them when they were boys. And of the youths who remain behind, the authorities employ any that they may need, whether for garrison duty or for arresting criminals or for hunting down robbers, or for any other service that demands strength or dispatch. Such, then, is the occupation of the youths. And when they have completed their ten years, they are promoted and enrolled in the class of the mature men. 1.2.13. And when they have completed the five-and-twenty years, they are, as one would expect, somewhat more than fifty years of age; and then they come out and take their places among those who really are, as they are called, the elders. 1.2.14. Now these elders, in their turn, no longer perform D. Elders military service outside their own country, but they remain at home and try all sorts of cases, both public and private. They try people indicted for capital offences also, and they elect all the officers. And if any one, either among the youths or among the mature men, fail in any one of the duties prescribed by law, the respective officers of that division, or any one else who will, may enter complaint, and the elders, when they have heard the case, expel the guilty party; and the one who has been expelled spends the rest of his life degraded and disfranchised. 1.2.15. Now, that the whole constitutional policy The constitutional policy of Persia of the Persians may be more clearly set forth, I will go back a little; for now, in the light of what has already been said, it can be given in a very few words. It is said that the Persians number about one hundred and twenty thousand men This number is meant to include the nobility only, the so-called peers ὁμότιμοι, and not the total population of Persia . ; and no one of these is by law excluded from holding offices and positions of honour, but all the Persians may send their children to the common schools of justice. Still, only those do send them who are in a position to maintain their children without work; and those who are not so situated do not. And only to such as are educated by the public Each class a prerequisite to the one above it teachers is it permitted to pass their young manhood in the class of the youths, while to those who have not completed this course of training it is not so permitted. And only to such among the youths as complete the course required by law is it permitted to join the class of mature men and to fill offices and places of distinction, while those who do not finish their course among the young men are not promoted to the class of the mature men. And again, those who finish their course among the mature men without blame become members of the class of elders. So, we see, the elders are made up to those who have enjoyed all honour and distinction. This is the policy by the observance of which they think that their citizens may become the best. 1.2.16. There remains even unto this day evidence of their moderate fare and of their working off by exercise what they eat: for even to the present time it is a breach of decorum for a Persian to spit or to blow his nose or to appear afflicted with flatulence; it is a breach of decorum also to be seen going apart either to make water or for anything else of that kind. And this would not be possible for them, if they did not lead an abstemious life and throw off the moisture by hard work, so that it passes off in some other way. This, then, is what we have to say in regard to the Persians in general. Now, to fulfil the purpose with which our narrative was begun, we shall proceed to relate the history of Cyrus from his childhood on.
1.3.18. Yes, my son, said she; but at your grandfather’s Median vs. Persian ideals of justice court they do not recognize the same principles of justice as they do in Persia . For he has made himself master of everything in Media, but in Persia equality of rights is considered justice. And your father is the first one to do what is ordered by the State and to accept what is decreed, and his standard is not his will but the law. Mind, therefore, that you be not flogged within an inch of your life, when you come home, if you return with a knowledge acquired from your grandfather here of the principles not of kingship but of tyranny, one principle of which is that it is right for one to have more than all. But your father, at least, said Cyrus, is more shrewd at teaching people to have less than to have more, mother. Why, do you not see, he went on, that he has taught all the Medes to have less than himself? So never fear that your father, at any rate, will turn either me or anybody else out trained under him to have too much. ''. None
22. None, None, nan (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • Socrates, musical education • education (music), Socrates’ • education, music and

 Found in books: Cosgrove (2022) 99; Wolfsdorf (2020) 612

23. None, None, nan (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • Impracticality of Education • Plato, Crito, education • Plato, education • education (music), classical • education (music), lyre • lyres/lyrody/citharas/citharists, and education/instruction in • vase paintings, depicting education

 Found in books: Carr (2004) 101; Cosgrove (2022) 74

24. None, None, nan (5th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • education • mathematics, in rulers’ education

 Found in books: Broadie (2021) 187; Huffman (2019) 505

25. Aeschines, Letters, 1.173 (4th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • Education • Sparta, education system

 Found in books: Hesk (2000) 35; Michalopoulos et al. (2021) 46, 50

1.173. Did you put to death Socrates the sophist, fellow citizens, because he was shown to have been the teacher of Critias, one of the Thirty who put down the democracy, and after that, shall Demosthenes succeed in snatching companions of his own out of your hands, Demosthenes, who takes such vengeance on private citizens and friends of the people for their freedom of speech? At his invitation some of his pupils are here in court to listen to him. For with an eye to business at your expense,Success in this case will increase Demosthenes' reputation, and bring him more pupils and tuition fees. he promises them, as I understand, that he will juggle the issue and cheat your ears, and you will never know it; "". None
26. None, None, nan (4th cent. BCE - 4th cent. BCE)
 Tagged with subjects: • education • education (training), needed by humans

 Found in books: Liatsi (2021) 87; Sattler (2021) 127

27. Cicero, On The Ends of Good And Evil, 5.1-5.5 (2nd cent. BCE - 1st cent. BCE)
 Tagged with subjects: • Athens, educational centre • ephebes, education of

 Found in books: Borg (2008) 146; Pollmann and Vessey (2007) 36

5.1. Cum audissem audivissem ER Antiochum, Brute, ut solebam, solebam Vict. solebat cum M. Pisone in eo gymnasio, quod Ptolomaeum vocatur, unaque nobiscum Q. frater et T. Pomponius Luciusque Cicero, frater noster cognatione patruelis, amore germanus, constituimus inter nos ut ambulationem postmeridianam conficeremus in Academia, maxime quod is locus ab omni turba id temporis vacuus esset. itaque ad tempus ad Pisonem omnes. inde sermone vario sex illa a Dipylo stadia confecimus. cum autem venissemus in Academiae non sine causa nobilitata spatia, solitudo erat ea, quam volueramus. 5.2. tum Piso: Naturane nobis hoc, inquit, datum dicam an errore quodam, ut, cum ea loca videamus, in quibus memoria dignos viros acceperimus multum esse versatos, magis moveamur, quam si quando eorum ipsorum aut facta audiamus aut scriptum aliquod aliquid R legamus? velut ego nunc moveor. venit enim mihi Platonis in mentem, quem accepimus primum hic disputare solitum; cuius etiam illi hortuli propinqui propinqui hortuli BE non memoriam solum mihi afferunt, sed ipsum videntur in conspectu meo ponere. hic Speusippus, hic Xenocrates, hic eius auditor Polemo, cuius illa ipsa sessio fuit, quam videmus. Equidem etiam curiam nostram—Hostiliam dico, non hanc novam, quae minor mihi esse esse mihi B videtur, posteaquam est maior—solebam intuens Scipionem, Catonem, Laelium, nostrum vero in primis avum cogitare; tanta vis admonitionis inest in locis; ut non sine causa ex iis memoriae ducta sit disciplina. 5.3. Tum Quintus: Est plane, Piso, ut dicis, inquit. nam me ipsum huc modo venientem convertebat ad sese Coloneus ille locus, locus lucus Valckenarius ad Callimach. p. 216 cf. Va. II p. 545 sqq. cuius incola Sophocles ob oculos versabatur, quem scis quam admirer quamque eo delecter. me quidem ad altiorem memoriam Oedipodis huc venientis et illo mollissimo carmine quaenam essent ipsa haec hec ipsa BE loca requirentis species quaedam commovit, iiter scilicet, sed commovit tamen. Tum Pomponius: At ego, quem vos ut deditum Epicuro insectari soletis, sum multum equidem cum Phaedro, quem unice diligo, ut scitis, in Epicuri hortis, quos modo praeteribamus, praeteribamus edd. praeteriebamus sed veteris proverbii admonitu vivorum memini, nec tamen Epicuri epicureum Non. licet oblivisci, si cupiam, cuius imaginem non modo in tabulis nostri familiares, sed etiam in poculis et in anulis nec tamen ... anulis habent Non. p. 70 anulis anellis Non. anelis R ambus anulis V habent. habebant Non. 5.4. Hic ego: Pomponius quidem, inquam, noster iocari videtur, et fortasse suo iure. ita enim se Athenis collocavit, ut sit paene unus ex Atticis, ut id etiam cognomen videatur habiturus. Ego autem tibi, Piso, assentior usu hoc venire, ut acrius aliquanto et attentius de claris viris locorum admonitu admonitum Non. cogitemus. ut acrius...cogitemus Non. p. 190, 191 scis enim me quodam tempore Metapontum venisse tecum neque ad hospitem ante devertisse, devertisse Lambini vetus cod. in marg. ed. rep. ; divertisse quam Pythagorae ipsum illum locum, ubi vitam ediderat, sedemque viderim. hoc autem tempore, etsi multa in omni parte Athenarum sunt in ipsis locis indicia summorum virorum, tamen ego illa moveor exhedra. modo enim fuit Carneadis, Carneadis Mdv. carneades quem videre videor—est enim nota imago—, a sedeque ipsa tanta tanti RN ingenii magnitudine orbata desiderari illam vocem puto. 5.5. Tum Piso: Quoniam igitur aliquid omnes, quid Lucius noster? inquit. an eum locum libenter libenter diligenter R invisit, ubi Demosthenes et Aeschines inter se decertare soliti sunt? suo enim quisque enim unus quisque BE studio maxime ducitur. Et ille, cum erubuisset: Noli, inquit, ex me quaerere, qui in Phalericum etiam descenderim, quo in loco ad fluctum aiunt declamare solitum Demosthenem, ut fremitum assuesceret voce vincere. modo etiam paulum ad dexteram dextram RN de via declinavi, ut ad Pericli ad Pericli Gz. apicii R ad pericii BE ad peridis ( corr. in periclis) N ad periculis V sepulcrum sepulchrum BEV accederem. quamquam id quidem infinitum est in hac urbe; quacumque enim ingredimur, in aliqua historia vestigium ponimus.' '. None
5.1. \xa0My dear Brutus, â\x80\x94 Once I\xa0had been attending a lecture of Antiochus, as I\xa0was in the habit of doing, with Marcus Piso, in the building called the School of Ptolemy; and with us were my brother Quintus, Titus Pomponius, and Lucius Cicero, whom I\xa0loved as a brother but who was really my first cousin. We arranged to take our afternoon stroll in the Academy, chiefly because the place would be quiet and deserted at that hour of the day. Accordingly at the time appointed we met at our rendezvous, Piso's lodgings, and starting out beguiled with conversation on various subjects the three-quarters of a\xa0mile from the Dipylon Gate. When we reached the walks of the Academy, which are so deservedly famous, we had them entirely to ourselves, as we had hoped. <" '5.2. \xa0Thereupon Piso remarked: "Whether it is a natural instinct or a mere illusion, I\xa0can\'t say; but one\'s emotions are more strongly aroused by seeing the places that tradition records to have been the favourite resort of men of note in former days, than by hearing about their deeds or reading their writings. My own feelings at the present moment are a case in point. I\xa0am reminded of Plato, the first philosopher, so we are told, that made a practice of holding discussions in this place; and indeed the garden close at hand yonder not only recalls his memory but seems to bring the actual man before my eyes. This was the haunt of Speusippus, of Xenocrates, and of Xenocrates\' pupil Polemo, who used to sit on the very seat we see over there. For my own part even the sight of our senate-house at home (I\xa0mean the Curia Hostilia, not the present new building, which looks to my eyes smaller since its enlargement) used to call up to me thoughts of Scipio, Cato, Laelius, and chief of all, my grandfather; such powers of suggestion do places possess. No wonder the scientific training of the memory is based upon locality." < 5.3. \xa0"Perfectly true, Piso," rejoined Quintus. "I\xa0myself on the way here just now noticed yonder village of Colonus, and it brought to my imagination Sophocles who resided there, and who is as you know my great admiration and delight. Indeed my memory took me further back; for I\xa0had a vision of Oedipus, advancing towards this very spot and asking in those most tender verses, \'What place is this?\' â\x80\x94 a\xa0mere fancy no doubt, yet still it affected me strongly." "For my part," said Pomponius, "you are fond of attacking me as a devotee of Epicurus, and I\xa0do spend much of my time with Phaedrus, who as you know is my dearest friend, in Epicurus\'s Gardens which we passed just now; but I\xa0obey the old saw: I\xa0\'think of those that are alive.\' Still I\xa0could not forget Epicurus, even if I\xa0wanted; the members of our body not only have pictures of him, but even have his likeness on their drinking-cups and rings." < 5.4. \xa0"As for our friend Pomponius," I\xa0interposed, "I\xa0believe he is joking; and no doubt he is a licensed wit, for he has so taken root in Athens that he is almost an Athenian; in fact I\xa0expect he will get the surname of Atticus! But I, Piso, agree with you; it is a common experience that places do strongly stimulate the imagination and vivify our ideas of famous men. You remember how I\xa0once came with you to Metapontum, and would not go to the house where we were to stay until I\xa0had seen the very place where Pythagoras breathed his last and the seat he sat in. All over Athens, I\xa0know, there are many reminders of eminent men in the actual place where they lived; but at the present moment it is that alcove over there which appeals to me, for not long ago it belonged to Carneades. I\xa0fancy I\xa0see him now (for his portrait is familiar), and I\xa0can imagine that the very place where he used to sit misses the sound of his voice, and mourns the loss of that mighty intellect." < 5.5. \xa0"Well, then," said Piso, "as we all have some association that appeals to us, what is it that interests our young friend Lucius? Does he enjoy visiting the spot where Demosthenes and Aeschines used to fight their battles? For we are all specially influenced by our own favourite study." "Pray don\'t ask me," answer Lucius with a blush; "I\xa0have actually made a pilgrimage down to the Bay of Phalerum, where they say Demosthenes used to practise declaiming on the beach, to learn to pitch his voice so as to overcome an uproar. Also only just now I\xa0turned off the road a little way on the right, to visit the tomb of Pericles. Though in fact there is no end to it in this city; wherever we go we tread historic ground." <'". None
28. Polybius, Histories, 6.4.5 (2nd cent. BCE - 2nd cent. BCE)
 Tagged with subjects: • education

 Found in books: Chaniotis (2021) 174, 175; Geljon and Runia (2019) 266

6.4.5. τι ποτʼ ἂν αὐτὸ βουληθῇ καὶ πρόθηται παρὰ δʼ ᾧ πάτριόν ἐστι καὶ σύνηθες θεοὺς σέβεσθαι, γονεῖς θεραπεύειν, πρεσβυτέρους αἰδεῖσθαι, νόμοις πείθεσθαι, παρὰ τοῖς τοιούτοις συστήμασιν ὅταν τὸ τοῖς πλείοσι δόξαν νικᾷ, τοῦτο καλεῖν δεῖ δημοκρατίαν. διὸ καὶ γένη μὲν ἓξ εἶναι ῥητέον πολιτειῶν,''. None
6.4.5. \xa0but when, in a community where it is traditional and customary to reverence the gods, to honour our parents, to respect our elders, and to obey the laws, the will of the greater number prevails, this is to be called a democracy. <''. None
29. Septuagint, Ecclesiasticus (Siracides), 24.33-24.34, 34.1-34.7, 38.24, 39.3-39.4, 41.8-41.9, 50.20, 51.23 (2nd cent. BCE - 2nd cent. BCE)
 Tagged with subjects: • Author, of 2 maccabees, Educational Purpose • Family, center of education • Prophets, Jewish, educational methods in • Scribal education • Wisdom literature, distinctive function in education • education • education, pedagogy • ethical education, Judaism • ethical education, in Book of Proverbs • wisdom, Wisdom literature, educational method

 Found in books: Allen and Dunne (2022) 8, 9, 12, 23; Carr (2004) 208, 223; Damm (2018) 49; Roskovec and Hušek (2021) 25; Schwartz (2008) 501

24.33. I will again pour out teaching like prophecy,and leave it to all future generations. 24.34. Observe that I have not labored for myself alone,but for all who seek instruction.
34.1. A man of no understanding has vain and false hopes,and dreams give wings to fools.
34.1. He that is inexperienced knows few things,but he that has traveled acquires much cleverness. 34.2. As one who catches at a shadow and pursues the wind,so is he who gives heed to dreams. 34.2. Like one who kills a son before his fathers eyes is the man who offers a sacrifice from the property of the poor. 34.3. The vision of dreams is this against that,the likeness of a face confronting a face. 34.4. From an unclean thing what will be made clean?And from something false what will be true? 34.5. Divinations and omens and dreams are folly,and like a woman in travail the mind has fancies. 34.6. Unless they are sent from the Most High as a visitation,do not give your mind to them. 34.7. For dreams have deceived many,and those who put their hope in them have failed.
38.24. The wisdom of the scribe depends on the opportunity of leisure;and he who has little business may become wise.
39.3. he will seek out the hidden meanings of proverbs and be at home with the obscurities of parables.
39.3. the teeth of wild beasts, and scorpions and vipers,and the sword that punishes the ungodly with destruction; 39.4. He will serve among great men and appear before rulers;he will travel through the lands of foreign nations,for he tests the good and the evil among men.
41.8. Woe to you, ungodly men,who have forsaken the law of the Most High God!
51.23. Draw near to me, you who are untaught,and lodge in my school.' '. None
30. None, None, nan (2nd cent. BCE - 1st cent. BCE)
 Tagged with subjects: • Education • Seneca the Younger, educational theory of • Vitruvius, knowledge and education • architect, education • forensic rhetoric, as education for public life

 Found in books: Czajkowski et al (2020) 469; Humfress (2007) 53; Keeline (2018) 219, 220, 221; Oksanish (2019) 129, 130, 131, 140, 141, 145

31. None, None, nan (2nd cent. BCE - 1st cent. BCE)
 Tagged with subjects: • Seneca the Younger, educational theory of • Vitruvius, knowledge and education • architect, education • education (paideia) see also philhellenism\n, in Greek culture

 Found in books: Csapo (2022) 103; Keeline (2018) 218, 219; Oksanish (2019) 38

32. None, None, nan (2nd cent. BCE - 1st cent. CE)
 Tagged with subjects: • education • education, Judaism/Jewish education • education, introduction/definitions • ethical education, Judaism • ethical education, ideals of • ethical education, related/relationships between

 Found in books: Damm (2018) 68; Grabbe (2010) 61

33. Philo of Alexandria, On The Preliminary Studies, 11-14, 73-74, 79 (1st cent. BCE - missingth cent. CE)
 Tagged with subjects: • Moses, his education • Philo, education of • education • paideia/Greek education

 Found in books: Bloch (2022) 32, 33; Geljon and Runia (2013) 99; Geljon and Runia (2019) 212; Gruen (2020) 157

11. And as you must know that it is common for there to be great preludes to great propositions, and the greatest of all propositions is virtue, for it is conversant about the most important of all materials, namely, about the universal life of man; very naturally, therefore, that will not employ any short preface, but rather it will use as such, grammar, geometry, astronomy, rhetoric, music, and all the other sorts of contemplation which proceed in accordance with reason; of which Hagar, the handmaid of Sarah, is an emblem, as we will proceed to show. '12. "For Sarah," says Moses, "said unto Abraham, Behold, the Lord has closed me up, so that I may not bear children. Go in unto my handmaiden, that thou mayest have children by her." Now, we must take out of the present discussion those conjunctions and connections of body with body which have pleasure for their end. For this is the connection of the mind with virtue, which is desirous to have children by her, and which, if it cannot do so at once, is at all events taught to espouse her handmaid, namely, intermediate instruction. IV. 13. And here it is worth while to admire wisdom, by reason of its modesty, which has not thought fit to reproach us with the slowness of our generation, or our absolute barrenness. And this, too, though the oracle says truly that she brought forth no child, not out of envy, but because of the unsuitableness of our own selves. For, says she, "The Lord has closed me up so, that I may not bear children." And she no longer adds the words, "to you," that she may not appear to mention the misfortunes of others, or to reproach them with theirs. 14. "Therefore," says she, "go thou in to my handmaiden," that is to say, to the intermediate instruction of the intermediate and encyclical branches of knowledge, "that you may first have children by her;" for hereafter you shall be able to enjoy a connection with her mistress, tending to the procreation of legitimate children. ' "
73. And here it is worth while to raise the question why it is that now again Moses calls the wife of Abraham Sarah, when he had already repeatedly told us what her name was before; for he was not a writer who ever indulged in that worst description of prolixity, tautology. What, then, are we to say? Since she is about to betroth to him the handmaiden of wisdom, encyclical instruction, he says that she did not forget the duty which she owed to her mistress, but knew that she was, both in law and in her master's feelings, his wife, and that she herself was only such because of necessity and the force of opportunity. And this happens to every man who is fond of learning. And he who has experienced it may be looked upon as the most trustworthy witness to this fact. " '74. At all events I, when I was first excited by the stimulus of philosophy to feel a desire for it, when I was very young connected myself with one of her handmaidens, namely, grammar; and all the offspring of which I became the father by her, such as writing, reading, and the acquaintance with the works of the poets and historians, I attributed to the mistress.
79. and, indeed, in the same manner as the encyclical branches of education contribute to the proper comprehension of philosophy, so also does philosophy aid in the acquisition of wisdom; for philosophy is an attentive study of wisdom, and wisdom is the knowledge of all divine and human things, and of the respective causes of them. Therefore, just as encyclical accomplishments are the handmaidens of philosophy, so also is philosophy the handmaiden of wisdom; '. None
34. Philo of Alexandria, On Drunkenness, 33-35, 82 (1st cent. BCE - missingth cent. CE)
 Tagged with subjects: • education • education, culture • education, nourishment • education/educational

 Found in books: Despotis and Lohr (2022) 335; Geljon and Runia (2019) 262; Penniman (2017) 65

33. But these parents of the universe must be taken out of the present discussion; and for the present let us consider their pupils and acquaintances who have had assigned to them the care and superintendence of such souls as are not unwilling to learn and illiterate. Therefore we say that the father is masculine and perfect right reason, and that the mother is that middle and encyclical course of study, and instruction, and learning, which it is honourable and advantageous to obey as a child obeys his parents. '34. The recommendation then of the father, that is of right reason, is to follow and obey reason, pursuing naked and undisguised truth; and the injunction of learning, the mother that is, is to obey the just customs, which ancient men who embraced opinion, as if it were truth, have established in cities, and nations, and countries. 35. Now these parents have four classes of children. First of all comes that class which is obedient to them both, the second is that which attends to neither, being the opposite of the former one. of the others, each is half perfect. For the one is exceedingly attached to its father, and attends to him, but disregards its mother and her injunctions. The other again appears to be attached to its mother, and obeys her in everything, but pays but little attention to its father. The first class, therefore, will carry off the prize of victory as superior to all the others; the second, which is the contrary of it, will meet with defeat and destruction at the same time; and as to each of the others they will claim, one the second prize, and the other the third. The one which is obedient to its father being the second in honour, and the one which obeys its mother being the third. X.
82. When, therefore, Jacob, the practiser of virtue, and the man who entered into the lists of, and was a candidate for, the prizes of virtue, was inclined to give his ears in exchange for his eyes, and words for actions, and improvements for perfection, as the bounteous God was willing to give eyes to his mind, in order that he might for the future clearly see what hitherto he had only comprehended by hearing (for the eyes are more trustworthy than the ears), the oracle sounded in his ears, "Thy name shall not be called Jacob; but Israel shall thy name be, because thou hast prevailed with God and with men, with Power." Jacob then is the name of learning and or improvement, that is to say of those powers which depend upon learning, and Israel is the name of perfection, for the name being interpreted means "the sight of God;" '. None
35. Philo of Alexandria, On The Life of Moses, 1.15, 1.17, 1.20-1.21, 1.23-1.24, 2.215-2.216 (1st cent. BCE - missingth cent. CE)
 Tagged with subjects: • Judaism, Moses’s education • Minor, Moses’s education • Moses, Egyptian education • Moses, his education • education, nourishment • education, wisdom • instruction, school, education • nourishment/nurturance, education • paideia/Greek education • “Born, reared, educated”

 Found in books: Bloch (2022) 30, 31, 33, 34, 64, 74, 193; Gruen (2020) 158; Levine (2005) 89, 155; Penniman (2017) 70, 143; Potter Suh and Holladay (2021) 201

1.15. Then, after she had surveyed him from head to foot, and admired his elegant form and healthy vigorous appearance, and saw that he was crying, she had compassion on him, her soul being already moved within her by maternal feelings of affection as if he had been her own child. And when she knew that the infant belonged to one of the Hebrews who was afraid because of the commandment of the king, she herself conceived the idea of rearing him up, and took counsel with herself on the subject, thinking that it was not safe to bring him at once into the palace;
1.17. and as she said that she wished that she would do so, the maiden went and fetched her own mother and that of the infant, as if she had been a stranger, who with great readiness and willingness cheerfully promised to take the child and bring him up, pretending to be tempted by the reward to be paid, the providence of God thus making the original bringing up of the child to accord with the genuine course of nature. Then she gave him a name, calling him Moses with great propriety, because she had received him out of the water, for the Egyptians call water "mos."
1.20. Therefore the child being now thought worthy of a royal education and a royal attendance, was not, like a mere child, long delighted with toys and objects of laughter and amusement, even though those who had undertaken the care of him allowed him holidays and times for relaxation, and never behaved in any stern or morose way to him; but he himself exhibited a modest and dignified deportment in all his words and gestures, attending diligently to every lesson of every kind which could tend to the improvement of his mind. 1.21. And immediately he had all kinds of masters, one after another, some coming of their own accord from the neighbouring countries and the different districts of Egypt, and some being even procured from Greece by the temptation of large presents. But in a short time he surpassed all their knowledge, anticipating all their lessons by the excellent natural endowments of his own genius; so that everything in his case appeared to be a ecollecting rather than a learning, while he himself also, without any teacher, comprehended by his instinctive genius many difficult subjects;
1.23. Accordingly he speedily learnt arithmetic, and geometry, and the whole science of rhythm and harmony and metre, and the whole of music, by means of the use of musical instruments, and by lectures on the different arts, and by explanations of each topic; and lessons on these subjects were given him by Egyptian philosophers, who also taught him the philosophy which is contained in symbols, which they exhibit in those sacred characters of hieroglyphics, as they are called, and also that philosophy which is conversant about that respect which they pay to animals which they invest with the honours due to God. And all the other branches of the encyclical education he learnt from Greeks; and the philosophers from the adjacent countries taught him Assyrian literature and the knowledge of the heavenly bodies so much studied by the Chaldaeans. 1.24. And this knowledge he derived also from the Egyptians, who study mathematics above all things, and he learnt with great accuracy the state of that art among both the Chaldaeans and Egyptians, making himself acquainted with the points in which they agree with and differ from each other--making himself master of all their disputes without encouraging any disputatious disposition in himself--but seeking the plain truth, since his mind was unable to admit any falsehood, as those are accustomed to do who contend violently for one particular side of a question; and who advocate any doctrine which is set before them, whatever it may be, not inquiring whether it deserves to be supported, but acting in the same manner as those lawyers who defend a cause for pay, and are wholly indifferent to the justice of their cause.
2.215. for it was invariably the custom, as it was desirable on other days also, but especially on the seventh day, as I have already explained, to discuss matters of philosophy; the ruler of the people beginning the explanation, and teaching the multitude what they ought to do and to say, and the populace listening so as to improve in virtue, and being made better both in their moral character and in their conduct through life; 2.216. in accordance with which custom, even to this day, the Jews hold philosophical discussions on the seventh day, disputing about their national philosophy, and devoting that day to the knowledge and consideration of the subjects of natural philosophy; for as for their houses of prayer in the different cities, what are they, but schools of wisdom, and courage, and temperance, and justice, and piety, and holiness, and every virtue, by which human and divine things are appreciated, and placed upon a proper footing?''. None
36. Philo of Alexandria, That Every Good Person Is Free, 75-76, 81-82 (1st cent. BCE - missingth cent. CE)
 Tagged with subjects: • education • instruction, school, education • paideia/Greek education

 Found in books: Grabbe (2010) 61; Gruen (2020) 38; Levine (2005) 152

75. Moreover Palestine and Syria too are not barren of exemplary wisdom and virtue, which countries no slight portion of that most populous nation of the Jews inhabits. There is a portion of those people called Essenes, in number something more than four thousand in my opinion, who derive their name from their piety, though not according to any accurate form of the Grecian dialect, because they are above all men devoted to the service of God, not sacrificing living animals, but studying rather to preserve their own minds in a state of holiness and purity. '76. These men, in the first place, live in villages, avoiding all cities on account of the habitual lawlessness of those who inhabit them, well knowing that such a moral disease is contracted from associations with wicked men, just as a real disease might be from an impure atmosphere, and that this would stamp an incurable evil on their souls. of these men, some cultivating the earth, and others devoting themselves to those arts which are the result of peace, benefit both themselves and all those who come in contact with them, not storing up treasures of silver and of gold, nor acquiring vast sections of the earth out of a desire for ample revenues, but providing all things which are requisite for the natural purposes of life;
81. Now these laws they are taught at other times, indeed, but most especially on the seventh day, for the seventh day is accounted sacred, on which they abstain from all other employments, and frequent the sacred places which are called synagogues, and there they sit according to their age in classes, the younger sitting under the elder, and listening with eager attention in becoming order. 82. Then one, indeed, takes up the holy volume and reads it, and another of the men of the greatest experience comes forward and explains what is not very intelligible, for a great many precepts are delivered in enigmatical modes of expression, and allegorically, as the old fashion was; '. None
37. None, None, nan (1st cent. BCE - 1st cent. BCE)
 Tagged with subjects: • Philosophical psychology guides education, Aristotle, Pleasures of philosophical debate connotes hope • education

 Found in books: Liatsi (2021) 196, 197; Sorabji (2000) 237

38. None, None, nan (1st cent. BCE - missingth cent. CE)
 Tagged with subjects: • Pseudo-Hecataeus, On the Jews, Jewish education • education

 Found in books: Bar Kochba (1997) 164; Geljon and Runia (2019) 213

39. Clement of Rome, 1 Clement, 23.1 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Educated, erudite • education

 Found in books: Lampe (2003) 144; Mitchell and Pilhofer (2019) 132

23.1. The all-merciful and beneficent Father has bowels of compassion towards those that fear Him, and kindly and lovingly bestows His favours upon those who come to Him with a simple mind. Wherefore let us not be double-minded; neither let our soul be lifted up on account of His exceedingly great and glorious gifts. Far from us be that which is written, Wretched are they who are of a double mind, and of a doubting heart; who say, These things we have heard even in the times of our fathers; but, behold, we have grown old, and none of them has happened unto us; You foolish ones! compare yourselves to a tree; take for instance the vine. First of all, it sheds its leaves, then it buds, next it puts forth leaves, and then it flowers; after that comes the sour grape, and then follows the ripened fruit. You perceive how in a little time the fruit of a tree comes to maturity. of a truth, soon and suddenly shall His will be accomplished, as the Scripture also bears witness, saying, Speedily will He come, and will not tarry; and, The Lord shall suddenly come to His temple, even the Holy One, for whom you look. Malachi 3:1 ''. None
40. Dio Chrysostom, Orations, 18.6-18.7 (1st cent. CE - missingth cent. CE)
 Tagged with subjects: • education • ephebes, education of

 Found in books: Borg (2008) 146; Malherbe et al (2014) 94, 760

18.6. \xa0So first of all, you should know that you have no need of toil or exacting labour; for although, when a man has already undergone a great deal of training, these contribute very greatly to his progress, yet if he has had only a little, they will lessen his confidence and make him diffident about getting into action; just as with athletes who are unaccustomed to the training of the body, such training weakens them if they become fatigued by exercises which are too severe. But just as bodies unaccustomed to toil need anointing and moderate exercise rather than the training of the gymnasium, so you in preparing yourself for public speaking have need of diligence which has a tempering of pleasure rather than laborious training. So let us consider the poets: I\xa0would counsel you to read Meder of the writers of Comedy quite carefully, and Euripides of the writers of Tragedy, and to do so, not casually by reading them to yourself, but by having them read to you by others, preferably by men who know how to render the lines pleasurably, but at any rate so as not to offend. For the effect is enhanced when one is relieved of the preoccupation of reading. <' "18.7. \xa0And let no one of the more 'advanced' critics chide me for selecting Meder's plays in preference to the Old Comedy, or Euripides in preference to the earlier writers of Tragedy. For physicians do not prescribe the most costly diet for their patients, but that which is salutary. Now it would be a long task to enumerate all the advantages to be derived from these writers; indeed, not only has Meder's portrayal of every character and every charming trait surpassed all the skill of the early writers of Comedy, but the suavity and plausibility of Euripides, while perhaps not completely attaining to the grandeur of the tragic poet's way of deifying his characters, or to his high dignity, are very useful for the man in public life; and furthermore, he cleverly fills his plays with an abundance of characters and moving incidents, and strews them with maxims useful on all occasions, since he was not without acquaintance with philosophy. <"'. None
41. Josephus Flavius, Against Apion, 1.187-1.189 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Greek. See also ethnography education • Pseudo-Hecataeus, On the Jews, Greek education of • Pseudo-Hecataeus, On the Jews, Jewish education • instruction, school, education

 Found in books: Bar Kochba (1997) 149, 150, 153, 157, 159, 160; Levine (2005) 27

1.187. ὧν εἷς ἦν, φησίν, ̓Εζεκίας ἀρχιερεὺς τῶν ̓Ιουδαίων, ἄνθρωπος τὴν μὲν ἡλικίαν ὡς ἑξηκονταὲξ ἐτῶν, τῷ δ' ἀξιώματι τῷ παρὰ τοῖς ὁμοέθνοις μέγας καὶ τὴν ψυχὴν οὐκ ἀνόητος, ἔτι δὲ καὶ λέγειν δυνατὸς καὶ τοῖς περὶ τῶν πραγμάτων, εἴπερ τις ἄλλος, ἔμπειρος." '1.188. καίτοι, φησίν, οἱ πάντες ἱερεῖς τῶν ̓Ιουδαίων οἱ τὴν δεκάτην τῶν γινομένων λαμβάνοντες καὶ τὰ κοινὰ διοικοῦντες' "1.189. περὶ χιλίους μάλιστα καὶ πεντακοσίους εἰσίν.” πάλιν δὲ τοῦ προειρημένου μνημονεύων ἀνδρός “οὗτος, φησίν, ὁ ἄνθρωπος τετευχὼς τῆς τιμῆς ταύτης καὶ συνήθης ἡμῖν γενόμενος, παραλαβών τινας τῶν μεθ' ἑαυτοῦ τήν τε διαφορὰν ἀνέγνω πᾶσαν αὐτοῖς: εἶχεν γὰρ"". None
1.187. one of whom (Hecateus says) was Hezekiah, the high priest of the Jews; a man of about sixty-six years of age, and in great dignity among his own people. He was a very sensible man, and could speak very movingly, and was very skilful in the management of affairs, if any other man ever were so; 1.188. although, as he says, all the priests of the Jews took tithes of the products of the earth, and managed public affairs, and were in number not above fifteen hundred at the most.” 1.189. Hecateus mentions this Hezekiah a second time, and says, that “as he was possessed of so great a dignity, and was become familiar with us, so did he take certain of those that were with him, and explained to them all the circumstances of their people: for he had all their habitations and polity down in writing.” ''. None
42. New Testament, 1 Peter, 3.1 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Educated, erudite • education, Hellenism and • education, Jesus and • education, Paul and • education, philosophical

 Found in books: Damm (2018) 123; Lampe (2003) 147

3.1. Ὁμοίως γυναῖκες ὑποτασσόμεναι τοῖς ἰδίοις ἀνδράσιν, ἵνα εἴ τινες ἀπειθοῦσιν τῷ λόγῳ διὰ τῆς τῶν γυναικῶν ἀναστροφῆς ἄνευ λόγου κερδηθήσονται''. None
3.1. In like manner, wives, be in subjection to your own husbands; so that, even if any don't obey the Word, they may be won by the behavior of their wives without a word; "". None
43. New Testament, 1 Corinthians, 1.9, 7.15-7.16, 8.3, 14.34-14.35 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Educated, erudite • Education • Epicureanism,education • education, Coptic • education, Jesus and • education, Stoicism • education, absence of • education, character • education, late ancient Christianity and

 Found in books: Damm (2018) 181; Lampe (2003) 237, 354; Linjamaa (2019) 208; Malherbe et al (2014) 73, 267, 294

1.9. πιστὸς ὁ θεὸς διʼ οὗ ἐκλήθητε εἰς κοινωνίαν τοῦ υἱοῦ αὐτοῦ Ἰησοῦ Χριστοῦ τοῦ κυρίου ἡμῶν.
7.15. εἰ δὲ ὁ ἄπιστος χωρίζεται, χωριζέσθω· οὐ δεδούλωται ὁ ἀδελφὸς ἢ ἡ ἀδελφὴ ἐν τοῖς τοιούτοις, ἐν δὲ εἰρήνῃ κέκληκεν ὑμᾶς ὁ θεός. 7.16. τί γὰρ οἶδας, γύναι, εἰ τὸν ἄνδρα σώσεις; ἢ τί οἶδας, ἄνερ, εἰ τὴν γυναῖκα σώσεις;
8.3. εἴ τις δοκεῖ ἐγνωκέναι τι, οὔπω ἔγνω καθὼς δεῖ γνῶναι· εἰ δέ τις ἀγαπᾷ τὸν θεόν, οὗτος ἔγνωσται ὑπʼ αὐτοῦ.
14.34. Αἱ γυναῖκες ἐν ταῖς ἐκκλησίαις σιγάτωσαν, οὐ γὰρ ἐπιτρέπεται αὐταῖς λαλεῖν· ἀλλὰ ὑποτασσέσθωσαν, καθὼς καὶ ὁ νόμος λέγει. 14.35. εἰ δέ τι μανθάνειν θέλουσιν, ἐν οἴκῳ τοὺς ἰδίους ἄνδρας ἐπερωτάτωσαν, αἰσχρὸν γάρ ἐστιν γυναικὶ λαλεῖν ἐν ἐκκλησίᾳ.''. None
1.9. God is faithful, through whom you were calledinto the fellowship of his Son, Jesus Christ, our Lord.
7.15. Yet if the unbeliever departs, let therebe separation. The brother or the sister is not under bondage in suchcases, but God has called us in peace. 7.16. For how do you know,wife, whether you will save your husband? Or how do you know, husband,whether you will save your wife?
8.3. But if anyone loves God, the same is known by him.
14.34. let your wives keepsilent in the assemblies, for it has not been permitted for them tospeak; but let them be in subjection, as the law also says. 14.35. Ifthey desire to learn anything, let them ask their own husbands at home,for it is shameful for a woman to chatter in the assembly.''. None
44. New Testament, 1 Thessalonians, 2.12 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Education • education, character

 Found in books: Linjamaa (2019) 208; Malherbe et al (2014) 201

2.12. παρακαλοῦντες ὑμᾶς καὶ παραμυθούμενοι καὶ μαρτυρόμενοι, εἰς τὸ περιπατεῖν ὑμᾶς ἀξίως τοῦ θεοῦ τοῦ καλοῦντος ὑμᾶς εἰς τὴν ἑαυτοῦ βασιλείαν καὶ δόξαν.''. None
2.12. to the end that you should walk worthily of God, who calls you into his own kingdom and glory. ''. None
45. New Testament, 1 Timothy, 1.10, 1.18, 2.9, 2.12, 2.15, 3.4-3.5, 5.17, 6.2, 6.4, 6.6 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Educated, erudite • Epicureanism,education • domestic cult, education • education • education, as salvific • education, in law • education, philosophical • women, education

 Found in books: Lampe (2003) 147, 213, 231, 354; Malherbe et al (2014) 73, 286, 443, 445, 447, 449, 462, 520; Vargas (2021) 188, 189, 190, 191

1.10. πόρνοις, ἀρσενοκοίταις, ἀνδραποδισταῖς, ψεύσταις, ἐπιόρκοις, καὶ εἴ τι ἕτερον τῇ ὑγιαινούσῃ διδασκαλίᾳ ἀντίκειται,
1.18. Ταύτην τὴν παραγγελίαν παρατίθεμαί σοι, τέκνον Τιμόθεε, κατὰ τὰς προαγούσας ἐπι σὲ προφητείας, ἵνα στράτεύῃ ἐν αὐταῖς τὴν καλὴν στρατείαν,
2.9. Ὡσαύτως γυναῖκας ἐν καταστολῇ κοσμίῳ μετὰ αἰδοῦς καὶ σωφροσύνης κοσμεῖν ἑαυτάς, μὴ ἐν πλέγμασιν καὶ χρυσίῳ ἢ μαργαρίταις ἢ ἱματισμῷ πολυτελεῖ,
2.12. διδάσκειν δὲ γυναικὶ οὐκ ἐπιτρέπω, οὐδὲ αὐθεντεῖν ἀνδρός, ἀλλʼ εἶναι ἐν ἡσυχίᾳ.
2.15. σωθήσεται δὲ διὰ τῆς τεκνογονίας, ἐὰν μείνωσιν ἐνπίστει καὶ ἀγάπῃ καὶ ἁγιασμῷ μετὰ σωφροσύνης.
3.4. τοῦ ἰδίου οἴκου καλῶς προϊστάμενον, τέκνα ἔχοντα ἐν ὑποταγῇ μετὰ πάσης σεμνότητος·?̔ 3.5. εἰ δέ τις τοῦ ἰδίου οἴκου προστῆναι οὐκ οἶδεν, πῶς ἐκκλησίας θεοῦ ἐπιμελήσεται;̓
5.17. Οἱ καλῶς προεστῶτες πρεσβύτεροι διπλῆς τιμῆς ἀξιούσθωσαν, μάλιστα οἱ κοπιῶντες ἐν λόγῳ καὶ διδασκαλίᾳ·
6.2. οἱ δὲ πιστοὺς ἔχοντες δεσπότας μὴ καταφρονείτωσαν, ὅτι ἀδελφοί εἰσιν· ἀλλὰ μᾶλλον δουλευέτωσαν, ὅτι πιστοί εἰσιν καὶ ἀγαπητοὶ οἱ τῆς εὐεργεσίας ἀντιλαμβανόμενοι.
6.4. τετύφωται, μηδὲν ἐπιστάμενος, ἀλλὰ νοσῶν περὶ ζητήσεις καὶ λογομαχίας, ἐξ ὧν γίνεται φθόνος, ἔρις, βλασφημίαι, ὑπόνοιαι πονηραί,
6.6. ἔστιν δὲ πορισμὸς μέγας ἡ εὐσέβεια μετὰ αὐταρκείας·''. None
1.10. for the sexually immoral, for homosexuals, for slave-traders, for liars, for perjurers, and for any other thing contrary to the sound doctrine;
1.18. This charge I commit to you, my child Timothy, according to the prophecies which led the way to you, that by them you may wage the good warfare;
2.9. In the same way, that women also adorn themselves in decent clothing, with modesty and propriety; not just with braided hair, gold, pearls, or expensive clothing; ' "
2.12. But I don't permit a woman to teach, nor to exercise authority over a man, but to be in quietness. " '
2.15. but she will be saved through her child-bearing, if they continue in faith, love, and sanctification with sobriety.
3.4. one who rules his own house well, having children in subjection with all reverence; ' "3.5. (but if a man doesn't know how to rule his own house, how will he take care of the assembly of God?) " '
5.17. Let the elders who rule well be counted worthy of double honor, especially those who labor in the word and in teaching.
6.2. Those who have believing masters, let them not despise them, because they are brothers, but rather let them serve them, because those who partake of the benefit are believing and beloved. Teach and exhort these things.
6.4. he is conceited, knowing nothing, but obsessed with arguments, disputes, and word battles, from which come envy, strife, reviling, evil suspicions,
6.6. But godliness with contentment is great gain. ''. None
46. New Testament, 2 Thessalonians, 3.10 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Educated, erudite • education, character

 Found in books: Lampe (2003) 102, 136; Malherbe et al (2014) 201

3.10. καὶ γὰρ ὅτε ἦμεν πρὸς ὑμᾶς, τοῦτο παρηγγέλλομεν ὑμῖν, ὅτι εἴ τις οὐ θέλει ἐργάζεσθαι μηδὲ ἐσθιέτω.''. None
3.10. For even when we were with you, we commanded you this: "If anyone will not work, neither let him eat."''. None
47. New Testament, 2 Timothy, 1.13-1.14, 2.1-2.3, 3.14 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Educated, erudite • Epicureanism,education • domestic cult, education • education, as salvific • education, philosophical • moral education • women, education

 Found in books: Lampe (2003) 214; Malherbe et al (2014) 73, 286, 427; Vargas (2021) 188, 189, 191; van , t Westeinde (2021) 138

1.13. ὑποτύπωσιν ἔχε ὑγιαινόντων λόγων ὧν παρʼ ἐμοῦ ἤκουσας ἐν πίστει καὶ ἀγάπῃ τῇ ἐν Χριστῷ Ἰησοῦ· 1.14. τὴν καλὴν παραθήκην φύλαξον διὰ πνεύματος ἁγίου τοῦ ἐνοικοῦντος ἐν ἡμῖν.
2.1. Σὺ οὖν, τέκνον μου, ἐνδυναμοῦ ἐν τῇ χάριτι τῇ ἐν Χριστῷ Ἰησοῦ, 2.2. καὶ ἃ ἤκουσας παρʼ ἐμοῦ διὰ πολλῶν μαρτύρων, ταῦτα παράθου πιστοῖς ἀνθρώποις, οἵτινες ἱκανοὶ ἔσονται καὶ ἑτέρους διδάξαι. 2.3. συνκακοπάθησον ὡς καλὸς στρατιώτης Χριστοῦ Ἰησοῦ.
3.14. σὺ δὲ μένε ἐν οἷς ἔμαθες καὶ ἐπιστώθης, εἰδὼς παρὰ τίνων ἔμαθες,''. None
1.13. Hold the pattern of sound words which you have heard from me, in faith and love which is in Christ Jesus. 1.14. That good thing which was committed to you, guard through the Holy Spirit who dwells in us.
2.1. You therefore, my child, be strengthened in the grace that is in Christ Jesus. 2.2. The things which you have heard from me among many witnesses, commit the same to faithful men, who will be able to teach others also. 2.3. You therefore must endure hardship, as a good soldier of Christ Jesus.
3.14. But you remain in the things which you have learned and have been assured of, knowing from whom you have learned them. ''. None
48. New Testament, Acts, 4.13, 6.9, 8.27 (1st cent. CE - 2nd cent. CE)
 Tagged with subjects: • Bilingual and multilingual education • Educated, erudite • education • education, and power • power, and education

 Found in books: Carr (2004) 243; Lampe (2003) 77, 210, 214, 418; Malherbe et al (2014) 759, 760; Pinheiro et al (2012b) 113; Tanaseanu-Döbler and von Alvensleben (2020) 26

4.13. Θεωροῦντες δὲ τὴν τοῦ Πέτρου παρρησίαν καὶ Ἰωάνου, καὶ καταλαβόμενοι ὅτι ἄνθρωποι ἀγράμματοί εἰσιν καὶ ἰδιῶται, ἐθαύμαζον, ἐπεγίνωσκόν τε αὐτοὺς ὅτι σὺν τῷ Ἰησοῦ ἦσαν,
6.9. Ἀνέστησαν δέ τινες τῶν ἐκ τῆς συναγωγῆς τῆς λεγομένης Λιβερτίνων καὶ Κυρηναίων καὶ Ἀλεξανδρέων καὶ τῶν ἀπὸ Κιλικίας καὶ Ἀσίας συνζητοῦντες τῷ Στεφάνῳ,
8.27. καὶ ἀναστὰς ἐπορεύθη, καὶ ἰδοὺ ἀνὴρ Αἰθίοψ εὐνοῦχος δυνάστης Κανδάκης βασιλίσσης Αἰθιόπων, ὃς ἦν ἐπὶ πάσης τῆς γάζης αὐτῆς, ὃς ἐληλύθει προσκυνήσων εἰς Ἰερουσαλήμ,' '. None
4.13. Now when they saw the boldness of Peter and John, and had perceived that they were unlearned and ignorant men, they marveled. They recognized that they had been with Jesus.
6.9. But some of those who were of the synagogue called "The Libertines," and of the Cyrenians, of the Alexandrians, and of those of Cilicia and Asia arose, disputing with Stephen.
8.27. He arose and went. Behold, there was a man of Ethiopia, a eunuch of great authority under Candace, queen of the Ethiopians, who was over all her treasure, who had come to Jerusalem to worship. ' '. None
49. New Testament, Colossians, 1.15 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Imitation (see also mimesis), in education • education, Coptic • education, Jesus and • education, absence of • education, late ancient Christianity and

 Found in books: Damm (2018) 182; Gray (2021) 213

1.15. ὅς ἐστιν εἰκὼν τοῦ θεοῦ τοῦ ἀοράτου, πρωτότοκος πάσης κτίσεως,''. None
1.15. who is the image of the invisible God, the firstborn of all creation. ''. None
50. New Testament, Ephesians, 4.4 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Early Christian education • Education

 Found in books: Bull Lied and Turner (2011) 499; Linjamaa (2019) 208

4.4. ἓν σῶμα καὶ ἓν πνεῦμα, καθὼς καὶ ἐκλήθητε ἐν μιᾷ ἐλπίδι τῆς κλήσεως ὑμῶν·''. None
4.4. There is one body, and one Spirit, even as you also were called in one hope of your calling; ''. None
51. New Testament, Galatians, 1.13, 4.9 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Education • education, Coptic • education, Jesus and • education, Paul and • education, absence of • education, aurality/orality and • education, late ancient Christianity and • education/educational

 Found in books: Damm (2018) 157, 181; Despotis and Lohr (2022) 320; Linjamaa (2019) 208

1.13. Ἠκούσατε γὰρ τὴν ἐμὴν ἀναστροφήν ποτε ἐν τῷ Ἰουδαϊσμῷ, ὅτι καθʼ ὑπερβολὴν ἐδίωκον τὴν ἐκκλησίαν τοῦ θεοῦ καὶ ἐπόρθουν αὐτήν,
4.9. νῦν δὲ γνόντες θεόν, μᾶλλον δὲ γνωσθέντες ὑπὸ θεοῦ, πῶς ἐπιστρέφετε πάλιν ἐπὶ τὰ ἀσθενῆ καὶ πτωχὰ στοιχεῖα, οἷς πάλιν ἄνωθεν δουλεῦσαι θέλετε;''. None
1.13. For you have heard of my way ofliving in time past in the Jews' religion, how that beyond measure Ipersecuted the assembly of God, and ravaged it. " '
4.9. But now thatyou have come to know God, or rather to be known by God, why do youturn back again to the weak and miserable elements, to which you desireto be in bondage all over again? '". None
52. New Testament, Hebrews, 3.1, 4.14, 5.2, 5.10, 5.12-5.14, 6.20, 7.24-7.25, 7.27, 8.1, 8.5, 9.14-9.15, 9.23, 10.21, 12.5, 12.7-12.8, 12.24 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Early Christian education • Educated, erudite • education • education and religion • education, Christian origins and • education, Hellenism and • education, Jesus and • education, absence of • education, paideia (education) • education, rhetorical • religion, education and • rhetorical topoi, education

 Found in books: Bull Lied and Turner (2011) 223; Damm (2018) 13, 114; Lampe (2003) 77; Martin and Whitlark (2018) 39, 40, 41, 42, 43, 44, 68, 72, 73, 162, 163, 215; Wilson (2012) 291

3.1. Ὅθεν, ἀδελφοὶ ἅγιοι, κλήσεως ἐπουρανίου μέτοχοι, κατανοήσατε τὸν ἀπόστολον καὶ ἀρχιερέα τῆς ὁμολογίας ἡμῶν Ἰησοῦν,
4.14. Ἔχοντες οὖν ἀρχιερέα μέγαν διεληλυθότα τοὺς οὐρανούς, Ἰησοῦν τὸν υἱὸν τοῦ κρατῶμεν τῆς ὁμολογίας· θεοῦ,
5.2. μετριοπαθεῖν δυνάμενος τοῖς ἀγνοοῦσι καὶ πλανωμένοις, ἐπεὶ καὶ αὐτὸς περίκειται ἀσθένειαν,
5.10. προσαγορευθεὶς ὑπὸ τοῦ θεοῦ ἀρχιερεὺςκατὰ τὴν τάξιν Μελχισεδέκ.
5.12. καὶ γὰρ ὀφείλοντες εἶναι διδάσκαλοι διὰ τὸν χρόνον, πάλιν χρείαν ἔχετε τοῦ διδάσκειν ὑμᾶς τινὰ τὰ στοιχεῖα τῆς ἀρχῆς τῶν λογίων τοῦ θεοῦ, καὶ γεγόνατε χρείαν ἔχοντες γάλακτος, οὐ στερεᾶς τροφῆς. 5.13. πᾶς γὰρ ὁ μετέχων γάλακτος ἄπειρος λόγου δικαιοσύνης, νήπιος γάρ ἐστιν· 5.14. τελείων δέ ἐστιν ἡ στερεὰ τροφή, τῶν διὰ τὴν ἕξιν τὰ αἰσθητήρια γεγυμνασμένα ἐχόντων πρὸς διάκρισιν καλοῦ τε καὶ κακοῦ.
6.20. ὅπου πρόδρομος ὑπὲρ ἡμῶν εἰσῆλθεν Ἰησοῦς,κατὰ τὴν τάξιν Μελχισεδὲκἀρχιερεὺς γενόμενοςεἰς τὸν αἰῶνα.
7.24. ὁ δὲ διὰ τὸ μένειν αὐτὸνεἰς τὸν αἰῶναἀπαράβατον· ἔχει τὴν ἱερωσύνην· 7.25. ὅθεν καὶ σώζειν εἰς τὸ παντελὲς δύναται τοὺς προσερχομένους διʼ αὐτοῦ τῷ θεῷ, πάντοτε ζῶν εἰς τὸ ἐντυγχάνειν ὑπὲρ αὐτῶν.
7.27. ὃς οὐκ ἔχει καθʼ ἡμέραν ἀνάγκην, ὥσπερ οἱ ἀρχιερεῖς, πρότερον ὑπὲρ τῶν ἰδίων ἁμαρτιῶν θυσίας ἀναφέρειν, ἔπειτα τῶν τοῦ λαοῦ·?̔τοῦτο γὰρ ἐποίησεν ἐφάπαξ ἑαυτὸν ἀνενέγκας·̓
8.1. Κεφάλαιον δὲ ἐπὶ τοῖς λεγομένοις, τοιοῦτον ἔχομεν ἀρχιερέα, ὃςἐκάθισεν ἐν δεξιᾶτοῦ θρόνου τῆς μεγαλωσύνης ἐν τοῖς οὐρανοῖς,
8.5. ?̔οἵτινες ὑποδείγματι καὶ σκιᾷ λατρεύουσιν τῶν ἐπουρανίων, καθὼς κεχρημάτισται Μωυσῆς μέλλων ἐπιτελεῖν τὴν σκηνήν,Ὅραγάρ, φησίν,ποιήσεις πάντα gt κατὰ τὸν τύπον τὸν δειχθέντα σοι ἐν τῷ ὄρει·
9.14. πόσῳ μᾶλλον τὸ αἷμα τοῦ χριστοῦ, ὃς διὰ πνεύματος αἰωνίου ἑαυτὸν προσήνεγκεν ἄμωμον τῷ θεῷ, καθαριεῖ τὴν συνείδησιν ἡμῶν ἀπὸ νεκρῶν ἔργων εἰς τὸ λατρεύειν θεῷ ζῶντι. 9.15. Καὶ διὰ τοῦτο διαθήκης καινῆς μεσίτης ἐστίν, ὅπως θανάτου γενομένου εἰς ἀπολύτρωσιν τῶν ἐπὶ τῇ πρώτῃ διαθήκῃ παραβάσεων τὴν ἐπαγγελίαν λάβωσιν οἱ κεκλημένοι τῆς αἰωνίου κληρονομίας.
9.23. Ἀνάγκη οὖν τὰ μὲν ὑποδείγματα τῶν ἐν τοῖς οὐρανοῖς τούτοις καθαρίζεσθαι, αὐτὰ δὲ τὰ ἐπουράνια κρείττοσι θυσίαις παρὰ ταύτας.
10.21. καὶ ἱερέα μέγαν ἐπὶτὸν οἰκοντοῦ θεοῦ,
12.5. καὶ ἐκλέλησθε τῆς παρακλήσεως, ἥτις ὑμῖν ὡς υἱοῖς διαλέγεται,
12.7. εἰς παιδείαν ὑπομένετε· ὡς υἱοῖς ὑμῖν προσφέρεται ὁ θεός· τίς γὰρ υἱὸς ὃν οὐ παιδεύει πατήρ; 12.8. εἰ δὲ χωρίς ἐστε παιδείας ἧς μέτοχοι γεγόνασι πάντες, ἄρα νόθοι καὶ οὐχ υἱοί ἐστε.
12.24. καὶ διαθήκης νέας μεσίτῃ Ἰησοῦ, καὶ αἵματι ῥαντισμοῦ κρεῖττον λαλοῦντι παρὰ τὸν Ἅβελ.''. None
3.1. Therefore, holy brothers, partakers of a heavenly calling, consider the Apostle and High Priest of our confession, Jesus;
4.14. Having then a great high priest, who has passed through the heavens, Jesus, the Son of God, let us hold tightly to our confession.
5.2. The high priest can deal gently with those who are ignorant and going astray, because he himself is also surrounded with weakness.
5.10. named by God a high priest after the order of Melchizedek.
5.12. For when by reason of the time you ought to be teachers, you again need to have someone teach you the rudiments of the first principles of the oracles of God. You have come to need milk, and not solid food. 5.13. For everyone who lives on milk is not experienced in the word of righteousness, for he is a baby. 5.14. But solid food is for those who are full grown, who by reason of use have their senses exercised to discern good and evil.
6.20. where as a forerunner Jesus entered for us, having become a high priest forever after the order of Melchizedek.
7.24. But he, because he lives forever, has his priesthood unchangeable. 7.25. Therefore he is also able to save to the uttermost those who draw near to God through him, seeing he ever lives to make intercession for them. ' "
7.27. who doesn't need, like those high priests, to daily offer up sacrifices, first for his own sins, and then for the sins of the people. For this he did once for all, when he offered up himself. " '
8.1. Now in the things which we are saying, the main point is this. We have such a high priest, who sat down on the right hand of the throne of the Majesty in the heavens,
8.5. who serve a copy and shadow of the heavenly things, even as Moses was warned by God when he was about to make the tabernacle, for he said, "See, you shall make everything according to the pattern that was shown to you on the mountain."
9.14. how much more will the blood of Christ, who through the eternal Spirit offered himself without blemish to God, cleanse your conscience from dead works to serve the living God? 9.15. For this reason he is the mediator of a new covet, since a death has occurred for the redemption of the transgressions that were under the first covet, that those who have been called may receive the promise of the eternal inheritance.
9.23. It was necessary therefore that the copies of the things in the heavens should be cleansed with these; but the heavenly things themselves with better sacrifices than these.
10.21. and having a great priest over the house of God,
12.5. and you have forgotten the exhortation which reasons with you as with sons, "My son, don\'t take lightly the chastening of the Lord, Nor faint when you are reproved by him; ' "
12.7. It is for discipline that you endure. God deals with you as with sons, for what son is there whom his father doesn't discipline? " '12.8. But if you are without discipline, whereof all have been made partakers, then are you illegitimate, and not sons.
12.24. to Jesus, the mediator of a new covet, and to the blood of sprinkling that speaks better than that of Abel. ''. None
53. New Testament, Titus, 1.9, 1.11, 1.13, 2.1-2.10 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Epicureanism,education • domestic cult, education • education, Greco-Roman • education, as salvific • education, aurality/orality and • education, philosophical • moral education • women, education

 Found in books: Damm (2018) 150, 151, 153, 154, 155, 156, 163, 166; Malherbe et al (2014) 73, 286, 449, 462; Vargas (2021) 187, 188, 189, 191; van , t Westeinde (2021) 138

1.9. ἵνα δυνατὸς ᾖ καὶ παρακαλεῖν ἐν τῇ διδασκαλίᾳ τῇ ὑγιαινούσῃ καὶ τοὺς ἀντιλέγοντας ἐλέγχειν.
1.11. οὓς δεῖ ἐπιστομίζειν, οἵτινες ὅλους οἴκους ἀνατρέπουσιν διδάσκοντες ἃ μὴ δεῖ αἰσχροῦ κέρδους χάριν.
1.13. ἡ μαρτυρία αὕτη ἐστὶν ἀληθής. διʼ ἣν αἰτίαν ἔλεγχε αὐτοὺς ἀποτόμως,
2.1. Σὺ δὲ λάλει ἃ πρέπει τῇ ὑγιαινούσῃ διδασκαλίᾳ. 2.2. Πρεσβύτας νηφαλίους εἶναι, σεμνούς, σώφρονας, ὑγιαίνοντας τῇ πίστει, τῇ ἀγάπῃ, τῇ ὑπομονῇ. 2.3. πρεσβύτιδας ὡσαύτως ἐν καταστήματι ἱεροπρεπεῖς, μὴ διαβόλους μηδὲ οἴνῳ πολλῷ δεδουλωμένας, καλοδιδασκάλους, 2.4. ἵνα lt*gtωφρονίζωσι τὰς νέας φιλάνδρους εἶναι, φιλοτέκνους, 2.5. σώφρονας, ἁγνάς, οἰκουργούς, ἀγαθάς, ὑποτασσομένας τοῖς ἰδίοις ἀνδράσιν, ἵνα μὴ ὁ λόγος τοῦ θεοῦ βλασφημῆται. 2.6. τοὺς νεωτέρους ὡσαύτως παρακάλει σωφρονεῖν· 2.7. περὶ πάντα σεαυτὸν παρεχόμενος τύπον καλῶν ἔργων, ἐν τῇ διδασκαλίᾳ ἀφθορίαν, σεμνότητα, 2.8. λόγον ὑγιῆ ἀκατάγνωστον, ἵνα ὁ ἐξ ἐναντίας ἐντραπῇ μηδὲν ἔχων λέγειν περὶ ἡμῶν φαῦλον. 2.9. δούλους ἰδίοις δεσπόταις ὑποτάσσεσθαι ἐν πᾶσιν, εὐαρέστους εἶναι, μὴ ἀντιλέγοντας,
2.10. μὴ νοσφιζομένους, ἀλλὰ πᾶσαν πίστιν ἐνδεικνυμένους ἀγαθήν, ἵνα τὴν διδασκαλίαν τὴν τοῦ σωτῆρος ἡμῶν θεοῦ κοσμῶσιν ἐν πᾶσιν.''. None
1.9. holding to the faithful word which is according to the teaching, that he may be able to exhort in the sound doctrine, and to convict those who contradict him. ' "
1.11. whose mouths must be stopped; men who overthrow whole houses, teaching things which they ought not, for dishonest gain's sake. " '
1.13. This testimony is true. For this cause, reprove them sharply, that they may be sound in the faith,
2.1. But say the things which fit sound doctrine, 2.2. that older men should be temperate, sensible, sober-minded, sound in faith, in love, and in patience: 2.3. and that older women likewise be reverent in behavior, not slanderers nor enslaved to much wine, teachers of that which is good; 2.4. that they may train the young women to love their husbands, to love their children, ' "2.5. to be sober-minded, chaste, workers at home, kind, being in subjection to their own husbands, that God's word may not be blasphemed. " '2.6. Likewise, exhort the younger men to be sober-minded; 2.7. in all things showing yourself an example of good works; in your teaching showing integrity, seriousness, incorruptibility, ' "2.8. and soundness of speech that can't be condemned; that he who opposes you may be ashamed, having no evil thing to say about us. " '2.9. Exhort servants to be in subjection to their own masters, and to be well-pleasing in all things; not contradicting;
2.10. not stealing, but showing all good fidelity; that they may adorn the doctrine of God, our Savior, in all things. ''. None
54. New Testament, John, 1.9-1.15, 1.18, 20.16 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Imitation (see also mimesis), in education • education • education, Logos’ educational activity • education/educational • rhetorical topoi, education

 Found in books: Despotis and Lohr (2022) 320, 331; Gray (2021) 213; Martin and Whitlark (2018) 39; Vinzent (2013) 180; Černušková (2016) 273, 278

1.9. Ἦν τὸ φῶς τὸ ἀληθινὸν ὃ φωτίζει πάντα ἄνθρωπον ἐρχόμενον εἰς τὸν κόσμον. 1.10. ἐν τῷ κόσμῳ ἦν, καὶ ὁ κόσμος διʼ αὐτοῦ ἐγένετο, καὶ ὁ κόσμος αὐτὸν οὐκ ἔγνω. 1.11. Εἰς τὰ ἴδια ἦλθεν, καὶ οἱ ἴδιοι αὐτὸν οὐ παρέλαβον. 1.12. ὅσοι δὲ ἔλαβον αὐτόν, ἔδωκεν αὐτοῖς ἐξουσίαν τέκνα θεοῦ γενέσθαι, τοῖς πιστεύουσιν εἰς τὸ ὄνομα αὐτοῦ, 1.13. οἳ οὐκ ἐξ αἱμάτων οὐδὲ ἐκ θελήματος σαρκὸς οὐδὲ ἐκ θελήματος ἀνδρὸς ἀλλʼ ἐκ θεοῦ ἐγεννήθησαν. 1.14. Καὶ ὁ λόγος σὰρξ ἐγένετο καὶ ἐσκήνωσεν ἐν ἡμῖν, καὶ ἐθεασάμεθα τὴν δόξαν αὐτοῦ, δόξαν ὡς μονογενοῦς παρὰ πατρός, πλήρης χάριτος καὶ ἀληθείας·?̔ 1.15. Ἰωάνης μαρτυρεῖ περὶ αὐτοῦ καὶ κέκραγεν λέγων — οὗτος ἦν ὁ εἰπών — Ὁ ὀπίσω μου ἐρχόμενος ἔμπροσθέν μου γέγονεν, ὅτι πρῶτός μου ἦν·̓
1.18. θεὸν οὐδεὶς ἑώρακεν πώποτε· μονογενὴς θεὸς ὁ ὢν εἰς τὸν κόλπον τοῦ πατρὸς ἐκεῖνος ἐξηγήσατο.
20.16. λέγει αὐτῇ Ἰησοῦς Μαριάμ. στραφεῖσα ἐκείνη λέγει αὐτῷ Ἐβραϊστί Ῥαββουνεί ?̔ὃ λέγεται Διδάσκαλἐ.' '. None
1.9. The true light that enlightens everyone was coming into the world. ' "1.10. He was in the world, and the world was made through him, and the world didn't recognize him. " "1.11. He came to his own, and those who were his own didn't receive him. " "1.12. But as many as received him, to them he gave the right to become God's children, to those who believe in his name: " '1.13. who were born not of blood, nor of the will of the flesh, nor of the will of man, but of God. 1.14. The Word became flesh, and lived among us. We saw his glory, such glory as of the one and only Son of the Father, full of grace and truth. 1.15. John testified about him. He cried out, saying, "This was he of whom I said, \'He who comes after me has surpassed me, for he was before me.\'"
1.18. No one has seen God at any time. The one and only Son, who is in the bosom of the Father, he has declared him.
20.16. Jesus said to her, "Mary."She turned and said to him, "Rhabbouni!" which is to say, "Teacher!"' '. None
55. New Testament, Luke, 2.41-2.52, 4.16-4.17, 4.20-4.21, 8.8, 12.25-12.27 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Bilingual and multilingual education • Infancy Gospel of Thomas, Education of Jesus in • Infancy Gospel of Thomas, education scenes • Wisdom literature, distinctive function in education • education, Coptic • education, Jesus and • education, Logos’ educational activity • education, Paul and • education, absence of • education, aurality/orality and • education, late ancient Christianity and • instruction, school, education • rhetorical topoi, education

 Found in books: Carr (2004) 243, 280, 281; Damm (2018) 157, 183; Doble and Kloha (2014) 336, 337; Levine (2005) 157; Martin and Whitlark (2018) 42; Pinheiro et al (2012b) 121; Černušková (2016) 273

2.41. Καὶ ἐπορεύοντο οἱ γονεῖς αὐτοῦ κατʼ ἔτος εἰς Ἰερουσαλὴμ τῇ ἑορτῇ τοῦ πάσχα. 2.42. Καὶ ὅτε ἐγένετο ἐτῶν δώδεκα, 2.43. ἀναβαινόντων αὐτῶν κατὰ τὸ ἔθος τῆς ἑορτῆς καὶ τελειωσάντων τὰς ἡμέρας, ἐν τῷ ὑποστρέφειν αὐτοὺς ὑπέμεινεν Ἰησοῦς ὁ παῖς ἐν Ἰερουσαλήμ, καὶ οὐκ ἔγνωσαν οἱ γονεῖς αὐτοῦ. 2.44. νομίσαντες δὲ αὐτὸν εἶναι ἐν τῇ συνοδίᾳ ἦλθον ἡμέρας ὁδὸν καὶ ἀνεζήτουν αὐτὸν ἐν τοῖς συγγενεῦσιν καὶ τοῖς γνωστοῖς, 2.45. καὶ μὴ εὑρόντες ὑπέστρεψαν εἰς Ἰερουσαλὴμ ἀναζητοῦντες αὐτόν. 2.46. καὶ ἐγένετο μετὰ ἡμέρας τρεῖς εὗρον αὐτὸν ἐν τῷ ἱερῷ καθεζόμενον ἐν μέσῳ τῶν διδασκάλων καὶ ἀκούοντα αὐτῶν καὶ ἐπερωτῶντα αὐτούς· 2.47. ἐξίσταντο δὲ πάντες οἱ ἀκούοντες αὐτοῦ ἐπὶ τῇ συνέσει καὶ ταῖς ἀποκρίσεσιν αὐτοῦ. 2.48. καὶ ἰδόντες αὐτὸν ἐξεπλάγησαν, καὶ εἶπεν πρὸς αὐτὸν ἡ μήτηρ αὐτοῦ Τέκνον, τί ἐποίησας ἡμῖν οὕτως; ἰδοὺ ὁ πατήρ σου καὶ ἐγὼ ὀδυνώμενοι ζητοῦμέν σε. 2.49. καὶ εἶπεν πρὸς αὐτούς Τί ὅτι ἐζητεῖτέ με; οὐκ ᾔδειτε ὅτι ἐν τοῖς τοῦ πατρός μου δεῖ εἶναί με; 2.50. καὶ αὐτοὶ οὐ συνῆκαν τὸ ῥῆμα ὃ ἐλάλησεν αὐτοῖς. 2.51. καὶ κατέβη μετʼ αὐτῶν καὶ ἦλθεν εἰς Ναζαρέτ, καὶ ἦν ὑποτασσόμενος αὐτοῖς. καὶ ἡ μήτηρ αὐτοῦ διετήρει πάντα τὰ ῥήματα ἐν τῇ καρδίᾳ αὐτῆς. 2.52. Καὶ Ἰησοῦς προέκοπτεν τῇ σοφίᾳ καὶ ἡλικίᾳ καὶ χάριτι παρὰ θεῷ καὶ ἀνθρώποις.
4.16. Καὶ ἦλθεν εἰς Ναζαρά, οὗ ἦν τεθραμμένος, καὶ εἰσῆλθεν κατὰ τὸ εἰωθὸς αὐτῷ ἐν τῇ ἡμέρᾳ τῶν σαββάτων εἰς τὴν συναγωγήν, καὶ ἀνέστη ἀναγνῶναι. 4.17. καὶ ἐπεδόθη αὐτῷ βιβλίον τοῦ προφήτου Ἠσαίου, καὶ ἀνοίξας τὸ βιβλίον εὗρεν τὸν τόπον οὗ ἦν γεγραμμένον
4.20. καὶ πτύξας τὸ βιβλίον ἀποδοὺς τῷ ὑπηρέτῃ ἐκάθισεν· καὶ πάντων οἱ ὀφθαλμοὶ ἐν τῇ συναγωγῇ ἦσαν ἀτενίζοντες αὐτῷ. 4.21. ἤρξατο δὲ λέγειν πρὸς αὐτοὺς ὅτι Σήμερον πεπλήρωται ἡ γραφὴ αὕτη ἐν τοῖς ὠσὶν ὑμῶν.
8.8. καὶ ἕτερον ἔπεσεν εἰς τὴν γῆν τὴν ἀγαθήν, καὶ φυὲν ἐποίησεν καρπὸν ἑκατονταπλασίονα. Ταῦτα λέγων ἐφώνει Ὁ ἔχων ὦτα ἀκούειν ἀκουέτω.
12.25. τίς δὲ ἐξ ὑμῶν μεριμνῶν δύναται ἐπὶ τὴν ἡλικίαν αὐτοῦ προσθεῖναι πῆχυν; 12.26. εἰ οὖν οὐδὲ ἐλάχιστον δύνασθε, τί περὶ τῶν λοιπῶν μεριμνᾶτε; κατανοήσατε τὰ κρίνα πῶς αὐξάνει· 12.27. οὐ κοπιᾷ οὐδὲ νήθει. λέγω δὲ ὑμῖν, οὐδὲ Σολομὼν ἐν πάσῃ τῇ δόξῃ αὐτοῦ περιεβάλετο ὡς ἓν τούτων.''. None
2.41. His parents went every year to Jerusalem at the feast of the Passover. 2.42. When he was twelve years old, they went up to Jerusalem according to the custom of the feast, ' "2.43. and when they had fulfilled the days, as they were returning, the boy Jesus stayed behind in Jerusalem. Joseph and his mother didn't know it, " "2.44. but supposing him to be in the company, they went a day's journey, and they looked for him among their relatives and acquaintances. " "2.45. When they didn't find him, they returned to Jerusalem, looking for him. " '2.46. It happened after three days they found him in the temple, sitting in the midst of the teachers, both listening to them, and asking them questions. 2.47. All who heard him were amazed at his understanding and his answers. 2.48. When they saw him, they were astonished, and his mother said to him, "Son, why have you treated us this way? Behold, your father and I were anxiously looking for you." 2.49. He said to them, "Why were you looking for me? Didn\'t you know that I must be in my Father\'s house?"' "2.50. They didn't understand the saying which he spoke to them. " '2.51. And he went down with them, and came to Nazareth. He was subject to them, and his mother kept all these sayings in her heart. 2.52. And Jesus increased in wisdom and stature, and in favor with God and men.
4.16. He came to Nazareth, where he had been brought up. He entered, as was his custom, into the synagogue on the Sabbath day, and stood up to read. 4.17. The book of the prophet Isaiah was handed to him. He opened the book, and found the place where it was written,
4.20. He closed the book, gave it back to the attendant, and sat down. The eyes of all in the synagogue were fastened on him. 4.21. He began to tell them, "Today, this Scripture has been fulfilled in your hearing."
8.8. Other fell into the good ground, and grew, and brought forth fruit one hundred times." As he said these things, he called out, "He who has ears to hear, let him hear!"
12.25. Which of you by being anxious can add a cubit to his height? ' "12.26. If then you aren't able to do even the least things, why are you anxious about the rest? " "12.27. Consider the lilies, how they grow. They don't toil, neither do they spin; yet I tell you, even Solomon in all his glory was not arrayed like one of these. "'. None
56. New Testament, Matthew, 6.27-6.28, 13.9, 18.10 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Educated, erudite • Wisdom literature, distinctive function in education • education, Coptic • education, Jesus and • education, Logos’ educational activity • education, Paul and • education, absence of • education, aurality/orality and • education, character • education, late ancient Christianity and

 Found in books: Carr (2004) 280, 281; Damm (2018) 157, 183; Lampe (2003) 229; Malherbe et al (2014) 267; Černušková (2016) 273

6.27. τίς δὲ ἐξ ὑμῶν μεριμνῶν δύναται προσθεῖναι ἐπὶ τὴν ἡλικίαν αὐτοῦ πῆχυν ἕνα; 6.28. καὶ περὶ ἐνδύματος τί μεριμνᾶτε; καταμάθετε τὰ κρίνα τοῦ ἀγροῦ πῶς αὐξάνουσιν· οὐ κοπιῶσιν οὐδὲ νήθουσιν·
13.9. Ὁ ἔχων ὦτα ἀκουέτω.
18.10. Ὁρᾶτε μὴ καταφρονήσητε ἑνὸς τῶν μικρῶν τούτων, λέγω γὰρ ὑμῖν ὅτι οἱ ἄγγελοι αὐτῶν ἐν οὐρανοῖς διὰ παντὸς βλέπουσι τὸ πρόσωπον τοῦ πατρός μου τοῦ ἐν οὐρανοῖς.''. None
6.27. "Which of you, by being anxious, can add one cubit to the measure of his life? ' "6.28. Why are you anxious about clothing? Consider the lilies of the field, how they grow. They don't toil, neither do they spin, " '
13.9. He who has ears to hear, let him hear."' "
18.10. See that you don't despise one of these little ones, for I tell you that in heaven their angels always see the face of my Father who is in heaven. "'. None
57. Quintilian, Institutes of Oratory, 1.1.4-1.1.5, 1.1.15-1.1.19, 1.4, 2.5, 10.1.112, 10.1.125 (1st cent. CE - 1st cent. CE)
 Tagged with subjects: • Cicero, in Roman education • Education • Humor, and education • Quintilian, ideal of literary education in • Seneca the Younger, educational theory of • Vergil, and ancient education • education • education, age to begin • education, corporal punishment in • education, how to read an ancient speech • education, ideal vs. reality • education, nature • education, nurture • elementary education • rhetorical education vi,

 Found in books: Amendola (2022) 36; Bua (2019) 122, 123, 130; Czajkowski et al (2020) 465; Hirshman (2009) 88, 113, 156; Keeline (2018) 22, 23, 24, 25, 197, 216, 217, 218, 219, 220, 221; König and Whitton (2018) 395; Penniman (2017) 45

1.4. \xa0Above all see that the child's nurse speaks correctly. The ideal, according to Chrysippus, would be that she should be a philosopher: failing that he desired that the best should be chosen, as far as possible. No doubt the most important point is that they should be of good character: but they should speak correctly as well." '1.1.5. \xa0It is the nurse that the child first hears, and her words that he will first attempt to imitate. And we are by nature most tenacious of childish impressions, just as the flavour first absorbed by vessels when new persists, and the colour imparted by dyes to the primitive whiteness of wool is indelible. Further it is the worst impressions that are most durable. For, while what is good readily deteriorates, you will never turn vice into virtue. Do not therefore allow the boy to become accustomed even in infancy to a style of speech which he will subsequently have to unlearn.
1.1.15. \xa0Some hold that boys should not be taught to read till they are seven years old, that being the earliest age at which they can derive profit from instruction and endure the strain of learning. Most of them attribute this view to Hesiod, at least such as lived before the time of Aristophanes the grammarian, who was the first to deny that the Hypothecae, in which this opinion is expressed, was the work of that poet.' "1.1.16. \xa0But other authorities, among them Eratosthenes, give the same advice. Those however who hold that a child's mind should not be allowed to lie fallow for a moment are wiser. Chrysippus, for instance, though he gives the nurses a three years' reign, still holds the formation of the child's mind on the best principles to be a part of their duties." '1.1.17. \xa0Why, again, since children are capable of moral training, should they not be capable of literary education? I\xa0am well aware that during the whole period of which I\xa0am speaking we can expect scarcely the same amount of progress that one year will effect afterwards. Still those who disagree with me seem in taking the line to spare the teacher rather than the pupil. 1.1.18. \xa0What better occupation can a child have so soon as he is able to speak? And he must be kept occupied somehow or other. Or why should we despise the profit to be derived before the age of seven, small though it be? For though the knowledge absorbed in the previous years may be but little, yet the boy will be learning something more advanced during that year, in which he would otherwise have been occupied with something more elementary. 1.1.19. \xa0Such progress each successive year is clear profit to the period of youth. Further as regards the years which follow I\xa0must emphasise the importance of learning what has to be learnt in good time. Let us not therefore waste the earliest years: there is all the less excuse for this, since the elements of literary training are solely a question of memory, which not only exists even in small children, but is specially retentive at that age.' ". None
58. None, None, nan (1st cent. CE - 2nd cent. CE)
 Tagged with subjects: • Educated, erudite • Education

 Found in books: Czajkowski et al (2020) 467; Lampe (2003) 136

59. None, None, nan (1st cent. CE - 2nd cent. CE)
 Tagged with subjects: • Education • values, education

 Found in books: Czajkowski et al (2020) 468; Roller (2018) 204

60. None, None, nan (1st cent. CE - 2nd cent. CE)
 Tagged with subjects: • Educated, erudite • myth, in rhetorical education • rhetorical education, Juvenal’s evidenced

 Found in books: Keane (2015) 96, 199, 200; Lampe (2003) 287, 325

61. None, None, nan (1st cent. CE - 3rd cent. CE)
 Tagged with subjects: • Education • instruction, school, education

 Found in books: Binder (2012) 146; Levine (2005) 444

62. None, None, nan (1st cent. CE - 2nd cent. CE)
 Tagged with subjects: • Sparta, education system • education

 Found in books: Athanassaki and Titchener (2022) 118; Hesk (2000) 33; Huffman (2019) 98

63. Apuleius, The Golden Ass, 9.27, 11.28 (2nd cent. CE - 2nd cent. CE)
 Tagged with subjects: • Educated, erudite • Education • education and religion • ethical education, related/relationships between • religion, education and

 Found in books: Czajkowski et al (2020) 378; Damm (2018) 5; Lampe (2003) 346

11.28. Thus I was initiated into the religion, but my desire was delayed by reason of my poverty. I had spent a great part of my goods in travel and peregrination, but most of all the cost of living in the city of Rome had dwindled my resources. In the end, being often stirred forward with great trouble of mind, I was forced to sell my robe for a little money which was nevertheless sufficient for all my affairs. Then the priest spoke to me saying, “How is it that for a little pleasure you are not afraid to sell your vestments, yet when you enter into such great ceremonies you fear to fall into poverty? Prepare yourself and abstain from all animal meats, beasts and fish.” In the meantime I frequented the sacrifices of Serapis, which were done in the night. This gave me great comfort to my peregrination, and ministered to me more plentiful living since I gained some money by pleading in the courts in the Latin language.' '. None
64. Hippolytus, Refutation of All Heresies, 6.37 (2nd cent. CE - 3rd cent. CE)
 Tagged with subjects: • Educated, erudite • Education • General education

 Found in books: Lampe (2003) 295, 296; Linjamaa (2019) 215

6.37. For also the blessed presbyter Irenaeus, having approached the subject of a refutation in a more unconstrained spirit, has explained such washings and redemptions, stating more in the way of a rough digest what are their practices. (And it appears that some of the Marcosians,) on meeting with (Irenaeus' work), deny that they have so received (the secret word just alluded to), but they have learned that always they should deny. Wherefore our anxiety has been more accurately to investigate, and to discover minutely what are the (instructions) which they deliver in the case of the first bath, styling it by some such name; and in the case of the second, which they denominate Redemption. But not even has this secret of theirs escaped (our scrutiny). For these opinions, however, we consent to pardon Valentinus and his school. But Marcus, imitating his teacher, himself also feigns a vision, imagining that in this way he would be magnified. For Valentinus likewise alleges that he had seen an infant child lately born; and questioning (this child), he proceeded to inquire who it might be. And (the child) replied, saying that he himself is the Logos, and then subjoined a sort of tragic legend; and out of this (Valentinus) wishes the heresy attempted by him to consist. Marcus, making a similar attempt with this (heretic), asserts that the Tetrad came to him in the form of a woman - since the world could not bear, he says, the male (form) of this Tetrad, and that she revealed herself who she was, and explained to this (Marcus) alone the generation of the universe, which she never had revealed to any, either of gods or of men, expressing herself after this mode: When first the self-existent Father, He who is inconceivable and without substance, He who is neither male nor female, willed that His own ineffability should become realized in something spoken, and that His invisibility should become realized in form, He opened His mouth, and sent forth similar to Himself a Logos. And this (Logos) stood by Him, and showed unto Him who he was, viz., that he himself had been manifested as a (realization in) form of the Invisible One. And the pronunciation of the name was of the following description. He was accustomed to utter the first word of the name itself, which was Arche, and the syllable of this was (composed) of four letters. Then he subjoined the second (syllable), and this was also (composed) of four letters. Next he uttered the third (syllable), which was (composed) of ten letters; and he uttered the fourth (syllable), and this was (composed) of twelve letters. Then ensued the pronunciation of the entire name, (composed) of thirty letters, but of four syllables. And each of the elements had its own peculiar letters, and its own peculiar form, and its own peculiar pronunciation, as well as figures and images. And not one of these was there that beholds the form of that (letter) of which this was an element. And of course none of them could know the pronunciation of the (letter) next to this, but (only) as he himself pronounces it, (and that in such a way) as that, in pronouncing the whole (word), he supposed that he was uttering the entire (name). For each of these (elements), being part of the entire (name), he denominates (according to) its own peculiar sound, as if the whole (of the word). And he does not intermit sounding until he arrived at the last letter of the last element, and uttered it in a single articulation. Then he said, that the restoration of the entire ensued when all the (elements), coming down into the one letter, sounded one and the same pronunciation, and an image of the pronunciation he supposed to exist when we simultaneously utter the word Amen. And that these sounds are those which gave form to the insubstantial and unbegotten Aeon, and that those forms are what the Lord declared to be angels- the (forms) that uninterruptedly behold the face of the Father. "". None
65. Irenaeus, Refutation of All Heresies, 1.8, 1.13-1.17, 1.20.1, 1.28, 3.11.9 (2nd cent. CE - 3rd cent. CE)
 Tagged with subjects: • Educated, erudite • Education • Education, monastic • General education • education

 Found in books: Iricinschi et al. (2013) 305; Lampe (2003) 251, 294, 296, 297, 311, 312, 319; Linjamaa (2019) 204, 218; Vinzent (2013) 80

1.8. 8. Καὶ τί γάρ τραγῳδία πολλὴ λοιπὸν ἦν ἐνθάδε, καὶ φαντασία ἑνὸς ἑκάστου αὐτῶν, ἄλλως καὶ ἄλλως 1 ἐκδιηγουμένου ἐκ ποταποῦ πάθους, ἐκ ποίου στοιχείου 2ἡ οὐσία cf. note 2. τὴν γένεσιν εἴληφεν· ἃ καὶ εἰκότως δοκοῦσί μοι μὴ ἅπαντας θέλειν ἐν φανερῷ διδάσκειν, ἀλλʼ μόνους ἐκείνους τοὺς καὶ μεγάλους μισθοὺς ὑπὲρ τηλικούτων μυστηρίων τελεῖν δυναμένους. Οὐκέτι γὰρ ταῦτα ὅμοια ἐκείνοις, περὶ ὧν ὁ Κύριος ὑμῶν εἴρηκε, δωρεὰν ἐλάβετε, δωρεὰν δότε ἀλλὰ ἀνακεχωρηκότα, καὶ τερατώδη καὶ βαθέα μυστήρια μετὰ πολλοῦ καμάτου περιγινόμενα τοῖς φιλοψευδέσι. Τίς γὰρ οὐκ ἂν ἐκδαπανήσειε πάντα τὰ ὑπάρχοντα αὐτοῦ, ἵνα μάθῃ, ὅτι ἀπὸ τῶν δακρύων τῆε Ἐνθυμήσεως τοῦ πεπονθότος Αἰῶνος, θάλασσαι, καὶ πηγαὶ, καὶ ποταμοὶ, καὶ πᾶσα ἔνυδρος οὐσία τὴν γένεσιν εἴληφεν, ἐς δὲ τοῦ γέλωτος αὐτῆς τὸ φῶς, καὶ ἐκ LIB. I. i. 8. GR. I. i. 8. MASS. I. iv. 3. τῆς ἐκπλήξεως καὶ τῆς ἀμηχανίας τὰ σωματικὰ τοῦ κόσμου στοιχεῖα; Βούλομαι δὲ καὶ αὐτὸς συνεισενεγκεῖν τι τῇ καρποφορία αὐτῶν. Ἐπαιδὴ γὰρ ὁρῶ τὰ μὲν γλυκέα ὕδατα ὄντα, G. 22. οἶον πηγὰς, καὶ ποταμοὺς, καὶ ὄμβρους, καὶ τὰ τοιαῦτα· τὰ δὲ ἐπὶ ταῖς θαλάσσαις ἁλμυρά· ἐπινοῶ μὴ πάντα ἀπὸ τῶν δακρύων αὐτῆς προβεβλῆσθαι, διότι τὸ δάκρυον ἁλμυρὸν τῇ ποιότητι ὑπάρχει· φανερὸν οὖν, ὅτι τὰ ἁλμυρὰ ὕδατα ταῦτά ἐστι τὰ ἀπὸ τῶν δακρύων. Εἰκὸς δὲ αὐτὴν ἐν ἀγωνίᾳ πολλῇ M. 21. καὶ ἀμηχανίᾳ γεγονυῖαν καὶ ἱδρωκέναι· ἐντεῦθεν δὴ κατὰ τὴν ὑπόθεσιν αὐτῶν ὑπολαμβάνειν δεῖ, πηγὰς καὶ ποταμοὺς, καὶ εἴ τινα ἄλλα γλυκέα ὕδατα ὑπάρχει τὴν γένεσιν μὴ l. μετεσχ. ἐσχοκέναι ἀπὸ τῶν δακρύων ἱδρώτων αὐτῆς· ἀπίθανον γὰρ, μιᾶς ποιότητος οὔσης τῶν δακρύων, τὰ μὲν ἁλμυρὰ, τὰ δὲ γλυκέα ὕδατα ἐξ αὐτῶν προελθεῖν· τοῦτο δὲ πιθανώτερον, τὰ μὲν εἶναι ἀπὸ τῶν δακρύων, τὰ δὲ ἀπὸ τῶν ἱδρώτων. Ἐπαιδὴ LIB. I. i. 8. GR. I. i. 8. MASS. I. iv. 4. καὶ θερμὰ καὶ δριμέα τινὰ ὕδατά ἐστιν ἐν τῷ κόσμῳ, νοεῖν ὀφείλεις, τὶ ποιήσασα, καὶ ἐκ ποίου μορίου προήκατο ταῦτα· ἁρμόζουσι γὰρ τοιοῦτοι καρποὶ τῇ ὑποθέσει αὐτῶν. Διοδεύσασαν οὖν πᾶν πάθος τὴν Μητέρα αὐτῶν, καὶ μόγις ὑπερκύψασαν, 1ἐπὶ ἱκεσίαν τραπῆναι τοῦ καταλιπόντος αὐτὴν φωτὸς, τουτέστι τοῦ Χριστοῦ, λέγουσιν· ὃς ἀνελθὼν μὲν εἰς τὸ πλήρωμα, αὐτὸς μὲν εἰκὸς ὅτι 2ὤκνησεν ἐκ δευτέρου κατελθεῖν, τὸν 3Παράκλητον δὲ ἐξέπεμψεν εἰς αὐτὴν, τουτέστι τὸν σωτῆρα, 4ἐνδόντος αὐτῷ πᾶσαν τὴν δύναμιν τοῦ πατρὸς, καὶ πᾶν ὑπ᾿ ἐξουσίαν παραδόντος, 5καὶ τῶν αἰώνων δεόμενος δὲ ὁμοίως, ὅπως ἐν αὐτῷ τὰ πάντα κτισθῇ τὰ ὁρατὰ καὶ τὰ G. 23. ἀόρατα, Θρόνοι, 6θεότητες, κυριότητες· ἐκπέμπεται δὲ πρὸς αὐτὴν μετὰ τῶν 1ἡλικιωτῶν αὐτοῦ τῶν Ἀγγέλων. Τὴν δὲ LIB. I. i. 8. GR. I. i. 8. MASS. I. iv. 5. Ἀχαμὼθ ἐντραπεῖσαν αὐτὸν λέγουσι πρῶτον μὲν 2 ἐπιθέσθαι δἰ αἰδῶ, μετέπειτα δὲ ἰδοῦσαν αὐτὸν σὺν ὅλῃ τῇ M. 22 3καρποφορίᾳ αὐτοῦ, προσδραμεῖν αὐτῷ, δύναμιν λαβοῦσαν ἐκ τῆς ἐπιφανείας αὐτοῦ· κᾀκεῖνον μορφῶσαι αὐτὴν 4μόρξωσιν τὴν κατὰ γνῶσιν, καὶ ἴασιν τῶν παθῶν ποιήσασθαι αὐτῆς· χωρίσαντα δʼ αὐτὰ αὐτῆς, 5μὴ ἀμελήσαντα δὲ αὐτῶν, οὐ γὰρ ἦν 6δονατὰ ἀφανισθῆναι, ὡς τὰ 7τῆς προτέρας, διὰ τὸ ἑκτικὰ LIB. I. i. 8. GR. I. i. 8. MASS. I. iv. 5. ἤδη καὶ 1δυνατὰ εἶναι· ἀλλʼ ἀποκρίναντα 2χωρήσει τοῦ χωρὶς, εἶτα συγχέαι καὶ πῆξαι, καὶ ἐξ ἀσωμάτου πάθους εἰς 3ἀσώματον τὴν ὕλην μεταβαλεῖν αὐτά· εἶθʼ οὕτως ἐπιτηδειότητα καὶ G. 24. φύσιν ἐμπεποιηκέναι αὐτοῖς, ὥστε εἰς συγκρίματα καὶ σώματα ἐλθεῖν, πρὸς τὸ γενέσθαι 4δύο οὐσίας, τὴν φαύλην τῶν παθῶν, τήν τε τῆς ἐπιστροφῆς ἐμπαθῆ· καὶ διὰ τοῦτο δυνάμει τὸν LIB. I. i. 8. GR. I. i. 8. MASS. I. iv. 5. Σωτῆρα 1δεδημιουργηκέναι φάσκουσι. Τήν τε Ἀχαμὼθ ἐκτὸς πάθους γενομένην, καὶ 2συλλαβοῦσαν τῇ χαρ τῶν ἐν αὐτῷ M. 23. φώτων τὴν θεωρίαν, τουτέστι τῶν Ἀγγέλων τῶν μετʼ αὐτοῦ, καὶ 3ἐγκισσήσασαν αὐτοὺς, κεκυηκέναι καρποὺς κατὰ τὴν εἰκόνα διδάσκουσι, κύημα πνευματικὸν καθʼ ὁμοίωσιν γεγονότως γεγονὸς τῶν δορυφόρων τοῦ Σωτῆρος.
1.13. 13. Τούτων δὲ γενομένων οὔτως, τὸ ἐμφωλεῦον τῷ κόσμῳ πῦρ ἐκλάμψαν καὶ ἐξαφθὲν, καὶ 3κατεργασάμενον cf. II. 52. πᾶσαν ὕλην 4συναναλωθήσεσθαι αὐτῇ, καὶ εἰς τὸ μηκέτʼ εἶναι χωρήσειν διδάσκουσι. Τὸν δὲ Δημιουργὸν μηδὲν τούτων ἐγνωκέναι LIB. I. i. 13. GR. I. i. 13. MASS. I. vii. 2. ἀποφαίνονται πρὸ τῆς τοῦ Σωτῆρος παρουσίας. Εἰσὶ δὲ οἱ λέγοντες προβαλέσθαι αὐτὸν καὶ Χριστὸν υἱὸν ἴδιον, ἀλλὰ cf. III. 18. 31. 32. καὶ ψυχικόν· καὶ περὶ τούτου διὰ τῶν Προφητῶν λελαληκέναι. G. 33. M. 33. Εἶναι δὲ τοῦτον τὸν διὰ Μαρίας διοδεύσαντα, καθάπερ ὕδωρ 2διὰ σωλῆνος ὁδεύει, καὶ εἰς τοῦτον ἐπὶ τοῦ βαπτίσματος κατελθεῖν ἐκεῖνον τὸν ἀπὸ τοῦ Πληρώματος ἐκ πάντων Σωτῆρα, ἐν εἴδει περιστερᾶς· γεγονέναι δὲ ἐν αὐτῷ καὶ τὸ αὐτὸ l. ἀπὸ τῆς Ἀχαμὼθ σπέρμα πνευματικόν. Τὸν οὖν Κύριον ἡμῶν ἐκ 3τεσσάρων τούτων σύνθετοι γεγονέναι φάσκουσιν, ἀποσώζοντα τὸν τύπον τῆς ἀρχεγόνου καὶ πρώτης 1τετρακτύος· ἔκ τε τοῦ πνευματικοῦ, ὃ ἦν ἀπὸ τῆς Ἀχαμὼθ. LIB. I. i. 13. GR. I. i. 13. MASS. I. vii. 2. καὶ ἐκ τοῦ ψυχιοῦ, ὃ ἦν ἀπὸ τοῦ Δημιουργοῦ, καὶ ἐκ τῆρ οἰκονομίας, 2ὃ ἦν κατεσκευασμένον ἀῤῥήτῳ τέχνῃ, καὶ ἐκ τοῦ p. 52. Σωτῆρος, ὃ ἦν κατελθοῦσα εἰς αὐτὸν περιστερά. Ναὶ τοῦτο l. τοῦτον μὲν ἀπαθῆ διαμεμενηκέναι· (οὐ γὰρ ἐνεδέχετο παθεῖν αὐτὸν 3ἀκράτητον καὶ ἀόρατον ὑπάρχοντα·) 4καὶ διὰ LIB. I. i. 13. GR. I. i. 13. MASS. I. vii. 2. τοῦτο ᾖρθαι, προσαγομένου αὐτοῦ τῷ Πιλάτῳ, τὸ εἰς αὐτὸν ματατεθὲν πνεῦμα Χριστοῦ. Ἀλλʼ οὐδὲ τὸ ἀπὸ τῆς μητρὸς σπέρμα πεπονθέναι λέγουσιν. 1Ἀπαθὲς γὰρ καὶ αὐτὸ τὸ l. ἅτε πνευματικὸν, καὶ ἀόρατον καὶ αὐτῷ τῷ δημιουργῷ. Ἔπαθε δὲ λοιπὸν κατ᾿ αὐτοὺς ὁ ψυχικὸς Χριστὸς, καὶ ὁ ἐκ τῆς οἰκονομίας κατεσκευασμένος μυστηριωδῶς, ἵνʼ ἐπιδείξῃ δι᾿ αὐτοῦ ἡ μήτηρ τὸν τύπον τοῦ ἄνω Χριστοῦ, ἐκείνου τοῦ ἐπεκταθέντος τῷ 3Σταυρῷ, καὶ μορφώσαντος τὴν Ἀχαμὼθ μόρφωσιν τὴν κατʼ οὐσίαν· πάντα γὰρ ταῦτα τόπους ἐκείνων εἶναι λέγουσι. Τὰς δὲ ἐσχηκυίας τό σπέρμα τῆς Ἀχαμὼθ ψυχὰς ἀμείνους λέγουσι γεγονέναι τῶν λοιπῶν· διὸ καὶ πλεῖον τῶν ἄλλων ἠγαπῆσθαι ὑπὸ τοῦ Δημιουργοῦ, μὴ εἰδότος τὴν αἰτίαν, ἀλλὰ παῤ αὑτοῦ λογιζομένου εἶναι τοιαύτας. Διὸ καὶ εἰς προφήτας, φασὶν, ἔτασσεν αὐτοὺς αὐτὰς, καὶ M. 34. G. 34. ἱρεῖς, καὶ βασιλεῖς. Καὶ πολλὰ 1ὑπὸ τοῦ σπέρματος τούτον LIB. I. i. 13. GR. I. i. 13. MASS. I. vii. 3. εἰρῆσθαι διὰ τῶν προφητῶν ἐξηγοῦνται, ἅτε ὑψηλοτέρας φύσεως 2ὑπαρχούσας· πολλὰ δὲ καὶ τὴν μητέρα περὶ τῶν IV. lxix. ἀνωτέρω εἰρηκέναι λέγουσιν, ἀλλὰ καὶ διὰ τούτου καὶ τῶν ὑπὸ τούτου γενομένων ψυχῶν. Καὶ λοιπὸν 4τέμνουσι τὰς προφητείας, τὸ μέν τι ἀπὸ τῆς μητρὸς εἰρῆσθαι θέλοντες, cf. c. xxxiv. τὸ δέ τι ἀπὸ τοῦ σπέρματος, τὸ δέ τι ἀπὸ τοῦ Δημιουργοῦ. Ἀλλὰ καὶ τὸν Ἰησοῦν ὡσαύτως, τὸ μέν τι ἀπὸ τοῦ Σωτῆρος σἰρηκέναι, τὸ δέ τι ἀπὸ τῆς μητρὸς, τὸ δέ τι ἀπὸ τοῦ Δημιουργοῦ, καθὼς ἐπιδείξομεν προϊόντος ἡμῖν τοῦ λόγου. Τὸρ δὲ Δημιουργὸν, ἅτε ἀγνοοῦντα τὰ ὑπὲρ αὐτὸν, κινεῖσθαι μὲν ἐπὶ τοῖς λεγομένοις, καταπεφρονηκέναι δὲ αὐτῶν, ἄλλοτε ἄλλην αἰτίαν νομίσαντα, ἢ 5τὸ πνεῦμα τὸ προφητεῦον, ἔχον LIB. I. i. 13. GR. I. i. 13. MASS. I. vii. 5. καὶ αὐτὸ ἰδίαν τινὰ κίνησιν, ἢ τὸν ἄνθρωπον, ἢ τὴν προσπλοκὴν τῶν χειρῶν χειρόνων καὶ οὕτως ἀγνοοῦντα 1 ἄχρι τῆς παρουσίας τοῦ Κυρίου. Ἐλθόντος δὲ τοῦ Σωτῆρος, μαθεῖν αὐτὸν παῤ αὐτοῦ πάντα λέγουσι, καὶ ἄσμενον αὐτῷ 2προσχωρήσαντα μετὰ πάσης τῆς δυνάμεως αὐτοῦ, καὶ αὐτὸν εἶναι τὸν ἐν τῷ Εὐαγγελίῳ ἑκατόνταρχον. λέγοντα τῷ Σωτῆρι· καὶ γὰρ ἐγὼ ὑπὸ τὴν ἐμαυτοῦ ἐξουσίαν ἔχω στρατιώτας καὶ δούλους, καὶ ὃ ἐὰν προστάξω, ποιοῦσι. Τελέσειν δὲ αὐτὸν τὴν κατὰ τὸν κόσμον οἰκονομίαν μέχρι τοῦ M. 35. δέοντος καιροῦ, μάλιστα δὲ διὰ τὴν τῆς ἐκκλησίας ἐπιμέλειαν, ἀλλὰ καὶ διὰ τὴν ἐπίγνωσιν τοῦ ἑτοιμασθέντος αὐτῷ ἐπάθλου, ὅτι εἰς τὸν τῆς μητρὸς τόπον χωρήσει. 1.14. 14. Ἀνθρώπων δὲ τρία γένη ὑφίστανται, πνευματικὸν, χοϊκὸν, ψυχικὸν, καθὼς ἐγένοντο Κάϊν, Ἄβελ, Σήθ· καὶ ἐκ τούτων1 τὰς τρεῖς φύσεις, 2οὐκέτι καθʼ ἓν, ἀλλὰ κατὰ LIB. I. i. 14. GR. I. i. 14. MASS. I. vii. 5. γένος. Καὶ 3τὸ μὲν χοϊκὸν εἰς φθορὰν χωρεῖν· καὶ τὸ ψυχι κὸν, ἐὰν τὰ βελτίονα ἕληται, 4ἐν τῷ τῆς μεσότητος τόπῳ ἀναπαύ σ εσθαι· ἐὰν δὲ τὰ χαίρω, χωρήσειν καὶ αὐτὸ πρὸς G. 35. τὰ ὅμοια· τὰ δὲ πνευματικὰ, 5ἃ ἂν κατασπείρῃ ἡ Ἀχαμὼθ ἔκτοτε ἕως τοῦ νῦν δικαίαις ψυχαῖς, παιδευθέντα ἐνθάδε καὶ ἐκτραφέντα, διὰ τὸ νήπια ἐκπεπέμφθαι, ὕστερον τελειότητος ἀξιωθέντα, νύμφας ἀποδοθήσεσθαι τοῖς τοῦ Σωτῆρος Ἀγγέλοις δογματίζουσι, τῶν ψυχῶν αὐτῶν ἐν μεσότητι κατ᾿ ἀνάγκην 6μετὰ τοῦ Δημιουργοῦ ἀναπαυσαμένων εἰς τὸ παντελές. LIB. I. i. 14. GR. I. i. 14. MASS. I. vii. 5. Καὶ αὐτὰς μὲν τὰς ψυχιὰς 1 ψυχὰς πάλιν ὑπομερίζοντες λέγουσιν, ἃς μὲν φύσει ἀγαθὰς, ἃς δὲ φύσει πονηράς. Καὶ τὰς μὲν ἀγαθὰς ταύτας εἶναι τὰς δεκτικὰς τοῦ σπέρματος γινομένας· τὰς δὲ φύσει πονηρὰς μηδέποτε ἂν ἐπιδέξασθαι ἐκεῖνο τὸ σπέρμα. 1.15. 15. 2Τοιαύτης δὲ τῆς ὑποθέσεως αὐτῶν οὔσης, ἣν οὔτε Προφῆται ἐκήρυξαν, οὔτε ὁ Κύριος ἐδίδαξεν, οὔτε Ἀπόστολοι M. 36. παρέδωκαν, ἣν 3περὶ τῶν ὅλων αὐχοῦσι πλεῖον τῶν ἄλλων ἐγνωκέναι, 4ἐξ ἀγράφων ἀναγινώσκοντες, καὶ τὸ δὴ λεγόμενον, 5ἐξ ἄμμου σχοινία πλέκειν ἐπιτηδεύοντες, ἀξιοπίστως ἀξιόπιστα Assem. προσαρμόζειν πειρῶνται 6τοῖς εἰρημένοις, ἤτοι παραβολὰς κυριακὰς, ἢ ῥήσεις προφητικὰς, λόγους LIB. I. i. 15. GR. I. i. 15. MASS. I. vili. 1. ἀποστολικοὺς, ἵνα τὸ πλάσμα αὐτῶν μὴ ἀμάρτυρον εἶναι δοκῇ· τὴν μὲν τάξιν καὶ τὸν εἱρμὸν τῶν γραφῶν ὑπερβαίνοντες,\xa0 λέξιν Ephr. Syr. καὶ, ὅσον ἐφʼ ἑαυτοῖς, λύοντες τὰ μέλη τῆς ἀληθείας. Μεταφέρουσι δὲ καὶ μεταπλάττουσι, καὶ ἄλλο ἐξ ἄλλου ποιοῦντες ἐξαπατῶσι πολλοὺς τῇ τῶν ἐφαρμοζομένων κυριακῶν λογίων κακοσυνθέτῳ σοφίᾳ φαντασίᾳ Ephr. S. . Ὅνπερ τρόπον εἴ τις βασιλέως 1εἰκόνος καλῆς κατεσκευασμένης ἐπιμελῶς G. 36. 2ἐκ ψηφίδων ἐπισήμων ὑπὸ σοφοῦ τεχνίτου, λύσας τὴν ὑποκειμένην τοῦ ἀνθρώπου ἰδέαν, 3μετενέγκῃ τὰς ψηφῖδας μετενέγει Ephr. μεθαρμόσει Ephr. ποεησας Ephr. cf. xxxv. ἐκείνας, καὶ μεθαρμόσοι, καὶ ποιήσει μορφὴν κυνὸς ἢ ἀλώπεκος, καὶ 4ταύτυν φαύλως κατεσκευασμένυν, ἔπειτα διορίζοιτο, καὶ λέγοι ταύτην εἶναι τὴν τοῦ βασιλέως ἐκείνην εἰκόνα τὴν καλὴν, LIB. I. i. 15. GR. I. i. 15. MASS. I. vili. 1. ἣν ὁ σοφὸς τεχνίτης κατεσκεύασε, δεικνὺς τὰς ψηφῖδας τὰς καλῶς ὑπὸ τοῦ τεχνίτου τοῦ πρώτου εἰς τὴν τοῦ βασιλέως ὐπὸ τοῦ δευτέρου Ephr. Syr. εἰκόνα συντεθείσας, κακῶς δὲ ὑπὸ τοῦ ὑστέρου εἰς κυνὸς μορφὴν μετενεχθείσας, καὶ διὰ τῆς τῶν ψηφίδων φαντασίας μεθοδεύοι τοὺς ἀπειροτέρους, τοὺς κατάληψιν βασιλικῆς μορφῆς οὐκ ἔχοντας, καὶ πείθοι ὅτι αὕτη ἡ σαπρὰ τῆς ἀλώπεκος ἰδέα ἐστὶν ἐκείνη ἡ καλὴ τοῦ βασιλέως εἰκών· τὸν αὐτὸν δὴ συγκαττύ- ουσι Assem. τρόπον καὶ οὗτοι γραῶν μύθους συγκαττύσαντες, ἔπειτα M. 37. ῥήματα καὶ λέξεις καὶ παραβολὰς ὅθεν καὶ πόθεν ἀποσπῶντες, μεθεπμόζειν Ephr. Syr. ἐφαρκόζειν βούλονται τοῖς μόθοιο αὐτῶν ἑαυτῶν Ephr. S. τὰ λόγια τοῦ Θεοῦ. Καὶ ὅσα μὲν ἐν τοῖς l. τοῖς ἐντὸς τοῦ Πληρώματος ἐφαρμόζουσιν, εἰρήκαμεν. 1.16. 16. Ὅσα δὲ καὶ τοῖς ἐκτὸς τοῦ Πληρώματος αὐτῶν προσοικειοῦν πειρῶνται ἐκ τῶν γραφῶν, ἔστι τοιαῦτα· τὸν Κύριον ἐν τοῖς ἐσχάτοις τοῦ κόσμου χρόνοις διὰ τοῦτο ἐληλυθέναι ἐπὶ τὸ πάθος λέγουσιν, ἵν᾿ ἐπιδείξῃ τὸ περὶ τὸν ἔσχατον τῶν Αἰώνων γεγονὸς πάθος, καὶ δἰ αὐτοῦ τοῦ τέλους Jac. v. 11. ἐμφῄνῃ τὸ τέλος τῆς περὶ τοὺς Αἰῶνας πραγματείας. Τὴν δὲ δωδεκαετῆ παρθένον ἐκείνην, τὴν τοῦ ἀρχισυναγώγου θυγατέρα, ἣν ἐπιστὰς ὁ Κύριος ἐκ νεκρῶν ἤγειρε, τύπον εἶναι διηγοῦνται τῆς Ἀχαμὼθ, ἣν 1ἐπεκταθεὶς ὁ Χριστὸς αὐτὸν LIB. I. i. 16. GR. I. i. 16. MASS. I. vili. 2. αὐτῶν ἐμόρφωσε, καὶ εἰς αἴσθησιν ἤγαγε τοῦ καταλιπόντος αὐτὴν φωτός. Ὅτι, δὲ αὐτῇ ἐπέφανεν ὁ Σωτὴρ ἐκτὸς οὔσης cf. § 7. τοῦ Πληρώματος, ἐν ἐκτρώματος μοίρα, τὸν Παῦλον λέγουσιν εἰρηκέναι ἐν 2τῇ adj. πρώτῃ πρὸς Κορινθίους· Ἔσχατον δὲ πάντων, ὡσπερεὶ τῷ ἐκτρώματι, ὤφθη κᾀμοί. Τήν τε μετὰ τῶν ἡλικιωτῶν τοῦ Σωτῆρος παρουσίαν πρὸς τὴν Ἀχαμὼθ, ὁμοίως cf. § 8. πεφανερωκέναι αὐτὸν ἐν τῇ αὐτῇ ἐπιστολῇ, εἰπόντα· Δεῖ τὴν γυναῖκα 3κάλυμμα ἔχειν ἐπὶ τῆς κεφαλῆς διὰ τοὺς ἀγγέλους. LIB. I. i. 16. GR. I. i. 16. MASS. I. vili. 2. Καὶ ὅτι ἥκοντος τοῦ Σωτῆρος πρὸς αὐτὴν, δἰ αἰδὼ κάλυμμα G. 37. ἐπέθετο ἡ Ἀχαμὼθ, Μωσέα πεποιηκέναι φανερὸν, κάλυμμα θέμενον ἐπὶ τὸ πρόσωπον αὐτοῦ. Καὶ τὰ πάθν δὲ αὐτῆς, ἃ ἔπαθεν, ἐπισεσημειῶσθαι τὸν Κύριον φάσκουσιν ἐν τῷ σταυρῷ. Καὶ ἐν μὲν τῷ εἰπεῖν· Ὁ Θεός μου, ὁ Θεός μοι, M. 38. εἰς τί ἐγκατέλιπές με; μεμηνυκέναι αὐτὸν, ὅτι ἀπελείφθη ἀπὸ τοῦ φωτὸς ἡ Σοφία, καὶ ἐκωλύθη ὑπὸ τοῦ Ὅρου τῆς εἰς τοὔμπροσθεν ὁρμῆς· τὴν δὲ λύπην αὐτῆς, ἐν τῷ εἰπεῖν· Περίλυπός ἐστιν ἡ ψυχή μου ἕως θανάτου del. ἕ. θ. · τὸν δὲ φόβον, ἐν τῷ εἰπεῖν· Πάτερ, εἰ δυνατὸν, παρελθέτω ἀπʼ ἐμοῦ τὸ ποτήριον· καὶ τὴν ἀπορίαν δὲ ὡσαύτως, ἐν τῷ εἰρηκέναι· Καὶ τί εἴπω, 1οὐκ οἶδα. Τρία δὲ γένη ἀνθρώπων οὕτως δεδειχέναι διδάσκουσιν αὐτόν· τὸ μὲν ὑλικὸν, 2ἐν τῷ εἰπεῖν τῷ ἐρωτήσαντι, Ἀκολουθήσω σοι; Οὐκ ἔχει ὁ υἱὸς τοῦ ἀνθρώπου LIB. I. i. 16. GR. I. i. 16. MASS. I. vili. 3. ποῦ τὴν κεφαλὴν κλῖναι κλίνῃ · τὸ δὲ ψυχικὸν, ἐν τῷ εἰρηκέναι τῷ εἰπόντι, Ἀκολουθήσω σοι, ἐπίτρεψον δέ μοι πρῶτον ἀποτάξασθαι τοῖς ἐν τῷ οἴκῳ μου· Οὐδεὶς ἐπʼ ἄροτρον τὴν χεῖρα ἐπιβαλὼν, καὶ εἰς τὰ ὀπίσω βλέπων, εὔθετός ἐστιν ἐν τῇ βασιλεία εἰς τὴν β. τῶν οὐρανῶν. Τοῦτον γὰρ λέγουσι τὸν μέσον εἶναι. Κᾀκεῖνον δὲ ὡσαύτως τὸν τὰ πλεῖστα μέρη τῆς δικαιοσύνης ὁμολογήσαντα πεποιηκέναι, ἔπειτα μὴ θελήσαντα ἀκολουθῆσαι, ἀλλὰ ὑπὸ πλούτου ἡττηθέντα, πρὸς τὸ μὴ τέλειον γενέσθαι, καὶ τοῦτον τοῦ ψυχικοῦ γένους γεγονέναι θέλουσι. Τὸ, δὲ πνευματικὸν, ἐν τῷ εἰπεῖν· Ἄφες τοὺς νεκροὺς θάψαι τοὺς ἑαυτῶν νεκρούς· σὺ δὲ πορευθεὶς διάγγελλε τὴν βασιλείαν τοῦ Θεοῦ· καὶ ἐπὶ Ζακχαίου του τελώνου εἰπών· Σπεύσας κατάβηθι, ὅτι σήμερον ἐν τῷ οἴκῳ σου δεῖ με μείναι· τούτους γὰρ πνευματικοῦ γένους καταγγέλλουσι γεγονέναι. Καὶ τὴν τῆς ζύμης παραβολὴν, ἥν ἡ γυνὴ LIB. I. i. 16. GR. I. i. 16. MASS. I. viii. 3. ἐγκεκρυφέναι λέγεται εἰς ἀλεύρου σάτα τρία, τὰ τρία γένη δνλοῦν λέγουσι· γοναῖκα μὲν γὰρ τὴν Σοφίαν λέγεσθαι διδάσκουσιν· ἀλεύρου σάτα τὰ τρία, τὰ τρία γένη τῶν M. 30. ἀνθρώπων, πνευματικὸν, ψυχικὸν, χοϊκόν· ζύμην δὲ αὐτὸν τὸν Σωτῆρα εἰρῆσθαι διδάσκουσι. Καὶ τὸν Παῦλον διαῤῥήδην εἰρηκέναι χοϊκοὺς, ψυχικοὺς, πνευματικούς· ὅπου μὲν, Οἷος ὁ χοϊκὸς, τοιοῦτοι καὶ οἱ χοϊκοί· ὅπου δὲ, ψοχικὸς δὲ ἄνθρωπος G. 38. οὐ δέχεται τὰ τοῦ πνεύματος1· ὅπου δὲ, Πνευματικὸς ἀνακρίνει πάντα. Τὸ, δὲ, ψυχικὸς οὐ δέχεται τὰ τοῦ πνεύματος, ἐπὶ τοῦ Δημιουργοῦ φασὶν εἰρῆσθαι, ὃν ψυχικὸν ὄντα 2μὴ ἐγνωκέναι μήτε τὴν μητέρα πνευματικὴν οὖσαν, μήτε τὸ σπέρμα αὐτῆς, μήτε τοὺς ἐν τῷ Πληρώματι Αἰῶνας. Ὅτι ἰδὼν ὅτι δὲ, ὧν ἤμελλε σώ ζεῖν ὁ Σωτὴρ, τούτων τὰς ἀπαρχὰς ἀνέλαβε, τὸν Παῦλον εἰρηκέναι· Καὶ ἢν ἡ ἀπαρχὴ ἁγία, καὶ τὸ φύραμα. Ἀπαρχὴν μὲν τὸ πνευματικὸν εἰρῆσθαι διδάσκοντες· φύραμα δὲ ἡμᾶς, τουτέστι τὴν ψυχικὴν Ἐκκλησίαν, ἧς τὸ φύραμα ἀνειληφέναι λέγουσιν αὐτὸν, καὶ ἐν αὐτῷ 1συνεσταλκέναι, LIB. I. i. 17. GR. I. i. 17. MASS. I. viii. 4. ἐπειδὴ ἦν αὐτὸς χύμη. 1.17. 17. Καὶ ὅτι ἐπλανήθη ἡ Ἀχαμὼθ ἐκτός τοῦ Πληρώτοῦ ματος, καὶ ἐμορφώθη ὑπὸ τοῦ Χριστοῦ, καὶ ἀνεζητήθη ὑπὸ τοῦ Σωτῆρος, μηνύειν αὐτὸν λέγουσιν ἐν τῷ εἰπεῖν, αὐτὸν ἐληλυθέναι ἐπὶ τὸ πεπλανημένον suppl. πρόβατον . Πρόβατον μὲν γὰρ πεπλανημένον τὴν μητέρα αὐτῶν ἐξηγοῦνται λέγεσθαι, ἐξ ἧς τὴν ὧδε θέλουσιν ἐσπάρθαι Ἐκκλησίαν· πλάνην δὲ, τὴν ἐκτὸς Πληρώματος ἐν Int. πᾶσι τοῖς πάθεσι διατριθὴν, ἐξ ὧν γεγονέναι τὴν ὕλην ὑποτίθενται. Τὴν δὲ γυναῖκα τὴν σαροῦσαν τὴν οἰκίαν, καὶ εὑρίσκουσαν τὴν δραχμὴν, τὴν ἄνω Σοφίαν διηγοῦνται λέγεσθαι, ἥτις ἀπολέσασα cf. 3 and 13. τὴν Ἐνθόμησιν αὐτῆς, ὕστερον καθαρισθέντων πάντων διὰ τῆς τοῦ Σωτῆρος παρουσίας εὑρίσκει αὐτήν· διὸ καὶ ταύτην 2ἀποκαθἱστασθαι κατʼ αὐτοὺς ἐντὸς πληρώματος. Συμεῶνα τὸν LIB. I. i. 17. GR. I. i. 17. MASS. I. viii. 4. εἰς τὰς ἀγκάλας λαβόντα τὸν Χριστὸν, καὶ εὐχαριστήσαντα M. 41. 1αὐτῷ, καὶ εἰπόντα· Νῦν ἀπολύεις τὸν δοῦλόν σου, δέσποτα, ματὰ τὸ ῥῆμά σου ἐν εἰρήνῃ, τύπον εἶναι τοῦ Δημιουργοῦ λέγουσιν, ὡς ὃς ἐλθόντος τοῦ Σωτῆρος ἔμαθε τὴν μετάθεσιν αὐτοῦ, καὶ ηὐχαρίστησε τῷ Βυθῷ. Καὶ διὰ τῆς ἐν τῷ Εὐαγγελίῳ κηρυσσομένης προφήτιδος, ἑπτὰ ἔτη μετὰ ἀνδρὸς ἐζηκυίας, τὸν δὲ λοιπὸν ἅπαντα χρόνον χήρας μενούσης, ἄχρις οὗ τὸν Σωτῆρα ἰδοῦσα ἐπέγνω αὐτὸν, καὶ ἐλάλει περὶ αὐτοῦ πᾶσι, φανερώτατα τὴν Ἀχαμὼθ μηνύεσθαι διορίζονται, ἥτις πρὸς ὀλίγον ἰδοῦσα τὸν Σωτῆρα μετὰ τῶν 3ἡλικιωτῶν αὐτοῦ, G. 39. τῷ λοιπῷ χρόνῳ παντὶ μένουσα ἐν τῇ μεσότητι προσεδέχετο LIB. I. i. 17. GR. I. i. 17. MASS. I. viii. 4. αὐτὸν, πότε πάλιν ἐλεύσεται καὶ ἀποκαταστήσει αὐτὴν τῇ αὐτῆς συζυγίᾳ. Καὶ τὸ ὄνομα δὲ αὐτῆς μεμηνύσθαι ὑπὸ τοῦ Σωτῆρος ἐν τῷ εἰρηκέναι· Καὶ ἐδικαιώθη ἡ σοφία ἀπὸ τῶν τέκνων αὐτῆς· καὶ ὑπὰ Παύλου δὲ οὕτως· Σοφίαν δὲ λαλοῦμεν ἐν τοῖς τελείοις. Καὶ τὰς συζνγίας δὲ τὰς ἐντὸς πληρώματος τὸν Παῦλον εἰρηκέναι φάσκουσιν 1ἐπὶ ἑνὸς δείξαντα· περὶ γὰρ τῆς περὶ τὸν βίον συζυγίας γράφων ἔφη· Τὸ μυστήριον τοῦτο μέγα ἐστὶν, ἐγὼ δὲ λέγω εἰς Χριστὸν καὶ τὴν Ἐκκλησίαν.' '. None
1.8. Archelaus was by birth an Athenian, and son of Apollodorus. This person, similarly with Anaxagoras, asserted the mixture of matter, and enunciated his first principles in the same manner. This philosopher, however, held that there is inherent immediately in mind a certain mixture; and that the originating principle of motion is the mutual separation of heat and cold, and that the heat is moved, and that the cold remains at rest. And that the water, being dissolved, flows towards the centre, where the scorched air and earth are produced, of which the one is borne upwards and the other remains beneath. And that the earth is at rest, and that on this account it came into existence; and that it lies in the centre, being no part, so to speak, of the universe, delivered from the conflagration; and that from this, first in a state of ignition, is the nature of the stars, of which indeed the largest is the sun, and next to this the moon; and of the rest some less, but some greater. And he says that the heaven was inclined at an angle, and so that the sun diffused light over the earth, and made the atmosphere transparent, and the ground dry; for that at first it was a sea, inasmuch as it is lofty at the horizon and hollow in the middle. And he adduces, as an indication of the hollowness, that the sun does not rise and set to all at the same time, which ought to happen if the earth was even. And with regard to animals, he affirms that the earth, being originally fire in its lower part, where the heat and cold were intermingled, both the rest of animals made their appearance, numerous and dissimilar, all having the same food, being nourished from mud; and their existence was of short duration, but afterwards also generation from one another arose unto them; and men were separated from the rest (of the animal creation), and they appointed rulers, and laws, and arts, and cities, and the rest. And he asserts that mind is innate in all animals alike; for that each, according to the difference of their physical constitution, employed (mind), at one time slower, at another faster. Natural philosophy, then, continued from Thales until Archelaus. Socrates was the hearer of this (latter philosopher). There are, however, also very many others, introducing various opinions respecting both the divinity and the nature of the universe; and if we were disposed to adduce all the opinions of these, it would be necessary to compose a vast quantity of books. But, reminding the reader of those whom we especially ought - who are deserving of mention from their fame, and from being, so to speak, the leaders to those who have subsequently framed systems of philosophy, and from their supplying them with a starting-point towards such undertakings - let us hasten on our investigations towards what remains for consideration.
1.13. One Ecphantus, a native of Syracuse, affirmed that it is not possible to attain a true knowledge of things. He defines, however, as he thinks, primary bodies to be indivisible, and that there are three variations of these, viz., bulk, figure, capacity, from which are generated the objects of sense. But that there is a determinable multitude of these, and that this is infinite. And that bodies are moved neither by weight nor by impact, but by divine power, which he calls mind and soul; and that of this the world is a representation; wherefore also it has been made in the form of a sphere by divine power. And that the earth in the middle of the cosmical system is moved round its own centre towards the east. 1.14. Hippo, a native of Rhegium, asserted as originating principles, coldness, for instance water, and heat, for instance fire. And that fire, when produced by water, subdued the power of its generator, and formed the world. And the soul, he said, is sometimes brain, but sometimes water; for that also the seed is that which appears to us to arise out of moisture, from which, he says, the soul is produced. So far, then, we think we have sufficiently adduced (the opinions of) these; wherefore, inasmuch as we have adequately gone in review through the tenets of physical speculators, it seems to remain that we now turn to Socrates and Plato, who gave special preference to moral philosophy. 1.15. Socrates, then, was a hearer of Archelaus, the natural philosopher; and he, reverencing the rule, Know yourself, and having assembled a large school, had Plato (there), who was far superior to all his pupils. (Socrates) himself left no writings after him. Plato, however, taking notes of all his (lectures on) wisdom, established a school, combining together natural, ethical, (and) logical (philosophy). But the points Plato determined are these following. ' "1.16. Plato (lays down) that there are three originating principles of the universe, (namely) God, and matter, and exemplar; God as the Maker and Regulator of this universe, and the Being who exercises providence over it; but matter, as that which underlies all (phenomena), which (matter) he styles both receptive and a nurse, out of the arrangement of which proceeded the four elements of which the world consists; (I mean) fire, air, earth, water, from which all the rest of what are denominated concrete substances, as well as animals and plants, have been formed. And that the exemplar, which he likewise calls ideas, is the intelligence of the Deity, to which, as to an image in the soul, the Deity attending, fabricated all things. God, he says, is both incorporeal and shapeless, and comprehensible by wise men solely; whereas matter is body potentially, but with potentiality not as yet passing into action, for being itself without form and without quality, by assuming forms and qualities, it became body. That matter, therefore, is an originating principle, and coeval with the Deity, and that in this respect the world is uncreated. For (Plato) affirms that (the world) was made out of it. And that (the attribute of) imperishableness necessarily belongs to (literally follows) that which is uncreated. So far forth, however, as body is supposed to be compounded out of both many qualities and ideas, so far forth it is both created and perishable. But some of the followers of Plato mingled both of these, employing some such example as the following: That as a waggon can always continue undestroyed, though undergoing partial repairs from time to time, so that even the parts each in turn perish, yet itself remains always complete; so after this manner the world also, although in parts it perishes, yet the things that are removed, being repaired, and equivalents for them being introduced, it remains eternal. Some maintain that Plato asserts the Deity to be one, ingenerable and incorruptible, as he says in The Laws: God, therefore, as the ancient account has it, possesses both the beginning, and end, and middle of all things. Thus he shows God to be one, on account of His having pervaded all things. Others, however, maintain that Plato affirms the existence of many gods indefinitely, when he uses these words: God of gods, of whom I am both the Creator and Father. But others say that he speaks of a definite number of deities in the following passage: Therefore the mighty Jupiter, wheeling his swift chariot in heaven; and when he enumerates the offspring of the children of heaven and earth. But others assert that (Plato) constituted the gods as generable; and on account of their having been produced, that altogether they were subject to the necessity of corruption, but that on account of the will of God they are immortal, (maintaining this) in the passage already quoted, where, to the words, God of gods, of whom I am Creator and Father, he adds, indissoluble through the fiat of My will; so that if (God) were disposed that these should be dissolved, they would easily be dissolved. And he admits natures (such as those) of demons, and says that some of them are good, but others worthless. And some affirm that he states the soul to be uncreated and immortal, when he uses the following words, Every soul is immortal, for that which is always moved is immortal; and when he demonstrates that the soul is self-moved, and capable of originating motion. Others, however, (say that Plato asserted that the soul was) created, but rendered imperishable through the will of God. But some (will have it that he considered the soul) a composite (essence), and generable and corruptible; for even he supposes that there is a receptacle for it, and that it possesses a luminous body, but that everything generated involves a necessity of corruption. Those, however, who assert the immortality of the soul are especially strengthened in their opinion by those passages (in Plato's writings), where he says, that both there are judgments after death, and tribunals of justice in Hades, and that the virtuous (souls) receive a good reward, while the wicked (ones) suitable punishment. Some notwithstanding assert, that he also acknowledges a transition of souls from one body to another, and that different souls, those that were marked out for such a purpose, pass into different bodies, according to the desert of each, and that after certain definite periods they are sent up into this world to furnish once more a proof of their choice. Others, however, (do not admit this to be his doctrine, but will have it that Plato affirms that the souls) obtain a place according to the desert of each; and they employ as a testimony the saying of his, that some good men are with Jove, and that others are ranging abroad (through heaven) with other gods; whereas that others are involved in eternal punishments, as many as during this life have committed wicked and unjust deeds. And people affirm that Plato says, that some things are without a mean, that others have a mean, that others are a mean. (For example, that) waking and sleep, and such like, are conditions without an intermediate state; but that there are things that had means, for instance virtue and vice; and there are means (between extremes), for instance grey between white and black, or some other color. And they say, that he affirms that the things pertaining to the soul are absolutely alone good, but that the things pertaining to the body, and those external (to it), are not any longer absolutely good, but reputed blessings. And that frequently he names these means also, for that it is possible to use them both well and ill. Some virtues, therefore, he says, are extremes in regard of intrinsic worth, but in regard of their essential nature means, for nothing is more estimable than virtue. But whatever excels or falls short of these terminates in vice. For instance, he says that there are four virtues- prudence, temperance, justice, fortitude- and that on each of these is attendant two vices, according to excess and defect: for example, on prudence, recklessness according to defect, and knavery according to excess; and on temperance, licentiousness according to defect, stupidity according to excess; and on justice, foregoing a claim according to defect, unduly pressing it according to excess; and on fortitude, cowardice according to defect, foolhardiness according to excess. And that these virtues, when inherent in a man, render him perfect, and afford him happiness. And happiness, he says, is assimilation to the Deity, as far as this is possible; and that assimilation to God takes place when any one combines holiness and justice with prudence. For this he supposes the end of supreme wisdom and virtue. And he affirms that the virtues follow one another in turn, and are uniform, and are never antagonistic to each other; whereas that vices are multiform, and sometimes follow one the other, and sometimes are antagonistic to each other. He asserts that fate exists; not, to be sure, that all things are produced according to fate, but that there is even something in our power, as in the passages where he says, The fault is his who chooses, God is blameless; and the following law of Adrasteia. And thus some (contend for his upholding) a system of fate, whereas others one of free-will. He asserts, however, that sins are involuntary. For into what is most glorious of the things in our power, which is the soul, no one would (deliberately) admit what is vicious, that is, transgression, but that from ignorance and an erroneous conception of virtue, supposing that they were achieving something honourable, they pass into vice. And his doctrine on this point is most clear in The Republic, where he says, But, again, you presume to assert that vice is disgraceful and abhorred of God; how then, I may ask, would one choose such an evil thing? He, you reply, (would do so) who is worsted by pleasures. Therefore this also is involuntary, if to gain a victory be voluntary; so that, in every point of view, the committing an act of turpitude, reason proves to be involuntary. Some one, however, in opposition to this (Plato), advances the contrary statement, Why then are men punished if they sin involuntary? But he replies, that he himself also, as soon as possible, may be emancipated from vice, and undergo punishment. For that the undergoing punishment is not an evil, but a good thing, if it is likely to prove a purification of evils; and that the rest of mankind, hearing of it, may not transgress, but guard against such an error. (Plato, however, maintains) that the nature of evil is neither created by the Deity, nor possesses subsistence of itself, but that it derives existence from contrariety to what is good, and from attendance upon it, either by excess and defect, as we have previously affirmed concerning the virtues. Plato unquestionably then, as we have already stated, collecting together the three departments of universal philosophy, in this manner formed his speculative system. " "1.17. Aristotle, who was a pupil of this (Plato), reduced philosophy into an art, and was distinguished rather for his proficiency in logical science, supposing as the elements of all things substance and accident; that there is one substance underlying all things, but nine accidents - namely, quantity, quality, relation, where, when, possession, posture, action, passion; and that substance is of some such description as God, man, and each of the beings that can fall under a similar denomination. But in regard of accidents, quality is seen in, for instance, white, black; and quantity, for instance two cubits, three cubits; and relation, for instance father, son; and where, for instance at Athens, Megara; and when, for instance during the tenth Olympiad; and possession, for instance to have acquired; and action, for instance to write, and in general to evince any practical powers; and posture, for instance to lie down; and passion, for instance to be struck. He also supposes that some things have means, but that others are without means, as we have declared concerning Plato likewise. And in most points he is in agreement with Plato, except the opinion concerning soul. For Plato affirms it to be immortal, but Aristotle that it involves permanence; and after these things, that this also vanishes in the fifth body, which he supposes, along with the other four (elements) - viz., fire, and earth, and water, and air - to be a something more subtle (than these), of the nature of spirit. Plato therefore says, that the only really good things are those pertaining to the soul, and that they are sufficient for happiness; whereas Aristotle introduces a threefold classification of good things, and asserts that the wise man is not perfect, unless there are present to him both the good things of the body and those extrinsic to it. The former are beauty, strength, vigour of the senses, soundness; while the things extrinsic (to the body) are wealth, nobility, glory, power, peace, friendship. And the inner qualities of the soul he classifies, as it was the opinion of Plato, under prudence, temperance, justice, fortitude. This (philosopher) also affirms that evils arise according to an opposition of the things that are good, and that they exist beneath the quarter around the moon, but reach no farther beyond the moon; and that the soul of the entire world is immortal, and that the world itself is eternal, but that (the soul) in an individual, as we have before stated, vanishes (in the fifth body). This (speculator), then holding discussions in the Lyceum, drew up from time to time his system of philosophy; but Zeno (held his school) in the porch called Poecilé. And the followers of Zeno obtained their name from the place - that is, from Stoa- (i.e., a porch), being styled Stoics; whereas Aristotle's followers (were denominated) from their mode of employing themselves while teaching. For since they were accustomed walking about in the Lyceum to pursue their investigations, on this account they were called Peripatetics. These indeed, then, were the doctrines of Aristotle. " '
1.20.1. Besides the above misrepresentations, they adduce an unspeakable number of apocryphal and spurious writings, which they themselves have forged, to bewilder the minds of foolish men, and of such as are ignorant of the Scriptures of truth. Among other things, they bring forward that false and wicked story which relates that our Lord, when He was a boy learning His letters, on the teacher saying to Him, as is usual, "Pronounce Alpha," replied as He was bid, "Alpha." But when, again, the teacher bade Him say, "Beta," the Lord replied, "Do thou first tell me what Alpha is, and then I will tell thee what Beta is." This they expound as meaning that He alone knew the Unknown, which He revealed under its type Alpha.
3.11.9. These things being so, all who destroy the form of the Gospel are vain, unlearned, and also audacious; those, I mean, who represent the aspects of the Gospel as being either more in number than as aforesaid, or, on the other hand, fewer. The former class do so, that they may seem to have discovered more than is of the truth; the latter, that they may set the dispensations of God aside. For Marcion, rejecting the entire Gospel, yea rather, cutting himself off from the Gospel, boasts that he has part in the blessings of the Gospel. Others, again (the Montanists), that they may set at nought the gift of the Spirit, which in the latter times has been, by the good pleasure of the Father, poured out upon the human race, do not admit that aspect of the evangelical dispensation presented by John\'s Gospel, in which the Lord promised that He would send the Paraclete; but set aside at once both the Gospel and the prophetic Spirit. Wretched men indeed! who wish to be pseudo- prophets, forsooth, but who set aside the gift of prophecy from the Church; acting like those (the Encratitae) who, on account of such as come in hypocrisy, hold themselves aloof from the communion of the brethren. We must conclude, moreover, that these men (the Montanists) can not admit the Apostle Paul either. For, in his Epistle to the Corinthians, he speaks expressly of prophetical gifts, and recognises men and women prophesying in the Church. Sinning, therefore, in all these particulars, against the Spirit of God, they fall into the irremissible sin. But those who are from Valentinus, being, on the other hand, altogether reckless, while they put forth their own compositions, boast that they possess more Gospels than there really are. Indeed, they have arrived at such a pitch of audacity, as to entitle their comparatively recent writing "the Gospel of Truth," though it agrees in nothing with the Gospels of the Apostles, so that they have really no Gospel which is not full of blasphemy. For if what they have published is the Gospel of truth, and yet is totally unlike those which have been handed down to us from the apostles, any who please may learn, as is shown from the Scriptures themselves, that that which has been handed down from the apostles can no longer be reckoned the Gospel of truth. But that these Gospels alone are true and reliable, and admit neither an increase nor diminution of the aforesaid number, I have proved by so many and such arguments. For, since God made all things in due proportion and adaptation, it was fit also that the outward aspect of the Gospel should be well arranged and harmonized. The opinion of those men, therefore, who handed the Gospel down to us, having been investigated, from their very fountainheads, let us proceed also to the remaining apostles, and inquire into their doctrine with regard to God; then, in due course we shall listen to the very words of the Lord.' '. None
66. Justin, First Apology, 26, 61-67 (2nd cent. CE - 2nd cent. CE)
 Tagged with subjects: • Educated, erudite • Education • General education • Tatian and Celsus,, education of Christians and • education

 Found in books: Ayres and Ward (2021) 107; Lampe (2003) 102, 147, 241, 244, 250, 259, 265, 267, 269, 417; Linjamaa (2019) 222; Vinzent (2013) 80

26. And, thirdly, because after Christ's ascension into heaven the devils put forward certain men who said that they themselves were gods; and they were not only not persecuted by you, but even deemed worthy of honours. There was a Samaritan, Simon, a native of the village called Gitto, who in the reign of Claudius C sar, and in your royal city of Rome, did mighty acts of magic, by virtue of the art of the devils operating in him. He was considered a god, and as a god was honoured by you with a statue, which statue was erected on the river Tiber, between the two bridges, and bore this inscription, in the language of Rome: - Simoni Deo Sancto, To Simon the holy God. And almost all the Samaritans, and a few even of other nations, worship him, and acknowledge him as the first god; and a woman, Helena, who went about with him at that time, and had formerly been a prostitute, they say is the first idea generated by him. And a man, Meder, also a Samaritan, of the town Capparet a, a disciple of Simon, and inspired by devils, we know to have deceived many while he was in Antioch by his magical art. He persuaded those who adhered to him that they should never die, and even now there are some living who hold this opinion of his. And there is Marcion, a man of Pontus, who is even at this day alive, and teaching his disciples to believe in some other god greater than the Creator. And he, by the aid of the devils, has caused many of every nation to speak blasphemies, and to deny that God is the maker of this universe, and to assert that some other being, greater than He, has done greater works. All who take their opinions from these men, are, as we before said, called Christians; just as also those who do not agree with the philosophers in their doctrines, have yet in common with them the name of philosophers given to them. And whether they perpetrate those fabulous and shameful deeds - the upsetting of the lamp, and promiscuous intercourse, and eating human flesh - we know not; but we do know that they are neither persecuted nor put to death by you, at least on account of their opinions. But I have a treatise against all the heresies that have existed already composed, which, if you wish to read it, I will give you. "
61. I will also relate the manner in which we dedicated ourselves to God when we had been made new through Christ; lest, if we omit this, we seem to be unfair in the explanation we are making. As many as are persuaded and believe that what we teach and say is true, and undertake to be able to live accordingly, are instructed to pray and to entreat God with fasting, for the remission of their sins that are past, we praying and fasting with them. Then they are brought by us where there is water, and are regenerated in the same manner in which we were ourselves regenerated. For, in the name of God, the Father and Lord of the universe, and of our Saviour Jesus Christ, and of the Holy Spirit, they then receive the washing with water. For Christ also said, Unless you be born again, you shall not enter into the kingdom of heaven. John 3:5 Now, that it is impossible for those who have once been born to enter into their mothers' wombs, is manifest to all. And how those who have sinned and repent shall escape their sins, is declared by Esaias the prophet, as I wrote above; he thus speaks: Wash you, make you clean; put away the evil of your doings from your souls; learn to do well; judge the fatherless, and plead for the widow: and come and let us reason together, says the Lord. And though your sins be as scarlet, I will make them white like wool; and though they be as crimson, I will make them white as snow. But if you refuse and rebel, the sword shall devour you: for the mouth of the Lord has spoken it. Isaiah 1:16-20 And for this rite we have learned from the apostles this reason. Since at our birth we were born without our own knowledge or choice, by our parents coming together, and were brought up in bad habits and wicked training; in order that we may not remain the children of necessity and of ignorance, but may become the children of choice and knowledge, and may obtain in the water the remission of sins formerly committed, there is pronounced over him who chooses to be born again, and has repented of his sins, the name of God the Father and Lord of the universe; he who leads to the laver the person that is to be washed calling him by this name alone. For no one can utter the name of the ineffable God; and if any one dare to say that there is a name, he raves with a hopeless madness. And this washing is called illumination, because they who learn these things are illuminated in their understandings. And in the name of Jesus Christ, who was crucified under Pontius Pilate, and in the name of the Holy Ghost, who through the prophets foretold all things about Jesus, he who is illuminated is washed. " '62. And the devils, indeed, having heard this washing published by the prophet, instigated those who enter their temples, and are about to approach them with libations and burnt-offerings, also to sprinkle themselves; and they cause them also to wash themselves entirely, as they depart from the sacrifice, before they enter into the shrines in which their images are set. And the command, too, given by the priests to those who enter and worship in the temples, that they take off their shoes, the devils, learning what happened to the above-mentioned prophet Moses, have given in imitation of these things. For at that juncture, when Moses was ordered to go down into Egypt and lead out the people of the Israelites who were there, and while he was tending the flocks of his maternal uncle in the land of Arabia, our Christ conversed with him under the appearance of fire from a bush, and said, Put off your shoes, and draw near and hear. And he, when he had put off his shoes and drawn near, heard that he was to go down into Egypt and lead out the people of the Israelites there; and he received mighty power from Christ, who spoke to him in the appearance of fire, and went down and led out the people, having done great and marvellous things; which, if you desire to know, you will learn them accurately from his writings. ' "63. And all the Jews even now teach that the nameless God spoke to Moses; whence the Spirit of prophecy, accusing them by Isaiah the prophet mentioned above, said The ox knows his owner, and the ass his master's crib; but Israel does not know Me, and My people do not understand. Isaiah 1:3 And Jesus the Christ, because the Jews knew not what the Father was, and what the Son, in like manner accused them; and Himself said, No one knows the Father, but the Son; nor the Son, but the Father, and they to whom the Son reveals Him. Matthew 11:27 Now the Word of God is His Son, as we have before said. And He is called Angel and Apostle; for He declares whatever we ought to know, and is sent forth to declare whatever is revealed; as our Lord Himself says, He that hears Me, hears Him that sent Me. Luke 10:16 From the writings of Moses also this will be manifest; for thus it is written in them, And the Angel of God spoke to Moses, in a flame of fire out of the bush, and said, I am that I am, the God of Abraham, the God of Isaac, the God of Jacob, the God of your fathers; go down into Egypt, and bring forth My people. Exodus 3:6 And if you wish to learn what follows, you can do so from the same writings; for it is impossible to relate the whole here. But so much is written for the sake of proving that Jesus the Christ is the Son of God and His Apostle, being of old the Word, and appearing sometimes in the form of fire, and sometimes in the likeness of angels; but now, by the will of God, having become man for the human race, He endured all the sufferings which the devils instigated the senseless Jews to inflict upon Him; who, though they have it expressly affirmed in the writings of Moses, And the angel of God spoke to Moses in a flame of fire in a bush, and said, I am that I am, the God of Abraham, and the God of Isaac, and the God of Jacob, yet maintain that He who said this was the Father and Creator of the universe. Whence also the Spirit of prophecy rebukes them, and says, Israel does not know Me, my people have not understood Me. Isaiah 1:3 And again, Jesus, as we have already shown, while He was with them, said, No one knows the Father, but the Son; nor the Son but the Father, and those to whom the Son will reveal Him. Matthew 11:27 The Jews, accordingly, being throughout of opinion that it was the Father of the universe who spoke to Moses, though He who spoke to him was indeed the Son of God, who is called both Angel and Apostle, are justly charged, both by the Spirit of prophecy and by Christ Himself, with knowing neither the Father nor the Son. For they who affirm that the Son is the Father, are proved neither to have become acquainted with the Father, nor to know that the Father of the universe has a Son; who also, being the first-begotten Word of God, is even God. And of old He appeared in the shape of fire and in the likeness of an angel to Moses and to the other prophets; but now in the times of your reign, having, as we before said, become Man by a virgin, according to the counsel of the Father, for the salvation of those who believe in Him, He endured both to be set at nought and to suffer, that by dying and rising again He might conquer death. And that which was said out of the bush to Moses, I am that I am, the God of Abraham, and the God of Isaac, and the God of Jacob, and the God of your fathers, Exodus 3:6 this signified that they, even though dead, are yet in existence, and are men belonging to Christ Himself. For they were the first of all men to busy themselves in the search after God; Abraham being the father of Isaac, and Isaac of Jacob, as Moses wrote. " '64. From what has been already said, you can understand how the devils, in imitation of what was said by Moses, asserted that Proserpine was the daughter of Jupiter, and instigated the people to set up an image of her under the name of Kore Cora, i.e., the maiden or daughter at the spring-heads. For, as we wrote above, Moses said, In the beginning God made the heaven and the earth. And the earth was without form and unfurnished: and the Spirit of God moved upon the face of the waters. In imitation, therefore, of what is here said of the Spirit of God moving on the waters, they said that Proserpine or Cora was the daughter of Jupiter. And in like manner also they craftily feigned that Minerva was the daughter of Jupiter, not by sexual union, but, knowing that God conceived and made the world by the Word, they say that Minerva is the first conception &65. But we, after we have thus washed him who has been convinced and has assented to our teaching, bring him to the place where those who are called brethren are assembled, in order that we may offer hearty prayers in common for ourselves and for the baptized illuminated person, and for all others in every place, that we may be counted worthy, now that we have learned the truth, by our works also to be found good citizens and keepers of the commandments, so that we may be saved with an everlasting salvation. Having ended the prayers, we salute one another with a kiss. There is then brought to the president of the brethren bread and a cup of wine mixed with water; and he taking them, gives praise and glory to the Father of the universe, through the name of the Son and of the Holy Ghost, and offers thanks at considerable length for our being counted worthy to receive these things at His hands. And when he has concluded the prayers and thanksgivings, all the people present express their assent by saying Amen. This word Amen answers in the Hebrew language to &66. And this food is called among us &67. And we afterwards continually remind each other of these things. And the wealthy among us help the needy; and we always keep together; and for all things wherewith we are supplied, we bless the Maker of all through His Son Jesus Christ, and through the Holy Ghost. And on the day called Sunday, all who live in cities or in the country gather together to one place, and the memoirs of the apostles or the writings of the prophets are read, as long as time permits; then, when the reader has ceased, the president verbally instructs, and exhorts to the imitation of these good things. Then we all rise together and pray, and, as we before said, when our prayer is ended, bread and wine and water are brought, and the president in like manner offers prayers and thanksgivings, according to his ability, and the people assent, saying Amen; and there is a distribution to each, and a participation of that over which thanks have been given, and to those who are absent a portion is sent by the deacons. And they who are well to do, and willing, give what each thinks fit; and what is collected is deposited with the president, who succours the orphans and widows and those who, through sickness or any other cause, are in want, and those who are in bonds and the strangers sojourning among us, and in a word takes care of all who are in need. But Sunday is the day on which we all hold our common assembly, because it is the first day on which God, having wrought a change in the darkness and matter, made the world; and Jesus Christ our Saviour on the same day rose from the dead. For He was crucified on the day before that of Saturn (Saturday); and on the day after that of Saturn, which is the day of the Sun, having appeared to His apostles and disciples, He taught them these things, which we have submitted to you also for your consideration. ' "". None
67. Justin, Second Apology, 12 (2nd cent. CE - 2nd cent. CE)
 Tagged with subjects: • Educated, erudite • Education • General education

 Found in books: Lampe (2003) 263, 267; Linjamaa (2019) 218

12. For I myself, too, when I was delighting in the doctrines of Plato, and heard the Christians slandered, and saw them fearless of death, and of all other-things which are counted fearful, perceived that it was impossible that they could be living in wickedness and pleasure. For what sensual or intemperate man, or who that counts it good to feast on human flesh, could welcome death that he might be deprived of his enjoyments, and would not rather continue always the present life, and attempt to escape the observation of the rulers; and much less would he denounce himself when the consequence would be death? This also the wicked demons have now caused to be done by evil men. For having put some to death on account of the accusations falsely brought against us, they also dragged to the torture our domestics, either children or weak women, and by dreadful torments forced them to admit those fabulous actions which they themselves openly perpetrate; about which we are the less concerned, because none of these actions are really ours, and we have the unbegotten and ineffable God as witness both of our thoughts and deeds. For why did we not even publicly profess that these were the things which we esteemed good, and prove that these are the divine philosophy, saying that the mysteries of Saturn are performed when we slay a man, and that when we drink our fill of blood, as it is said we do, we are doing what you do before that idol you honour, and on which you sprinkle the blood not only of irrational animals, but also of men, making a libation of the blood of the slain by the hand of the most illustrious and noble man among you? And imitating Jupiter and the other gods in sodomy and shameless intercourse with woman, might we not bring as our apology the writings of Epicurus and the poets? But because we persuade men to avoid such instruction, and all who practise them and imitate such examples, as now in this discourse we have striven to persuade you, we are assailed in every kind of way. But we are not concerned, since we know that God is a just observer of all. But would that even now some one would mount a lofty rostrum, and shout with a loud voice; Be ashamed, be ashamed, you who charge the guiltless with those deeds which yourselves openly could commit, and ascribe things which apply to yourselves and to your gods to those who have not even the slightest sympathy with them. Be converted; become wise. ''. None
68. Justin, Dialogue With Trypho, 2.2-2.6 (2nd cent. CE - 2nd cent. CE)
 Tagged with subjects: • Educated, erudite • Education

 Found in books: Lampe (2003) 257, 258, 275, 278, 283, 420, 421, 423; Linjamaa (2019) 218

2.2. Justin: I will tell you what seems to me; for philosophy is, in fact, the greatest possession, and most honourable before God, to whom it leads us and alone commends us; and these are truly holy men who have bestowed attention on philosophy. What philosophy is, however, and the reason why it has been sent down to men, have escaped the observation of most; for there would be neither Platonists, nor Stoics, nor Peripatetics, nor Theoretics, nor Pythagoreans, this knowledge being one. I wish to tell you why it has become many-headed. It has happened that those who first handled it i.e., philosophy, and who were therefore esteemed illustrious men, were succeeded by those who made no investigations concerning truth, but only admired the perseverance and self-discipline of the former, as well as the novelty of the doctrines; and each thought that to be true which he learned from his teacher: then, moreover, those latter persons handed down to their successors such things, and others similar to them; and this system was called by the name of him who was styled the father of the doctrine. Being at first desirous of personally conversing with one of these men, I surrendered myself to a certain Stoic; and having spent a considerable time with him, when I had not acquired any further knowledge of God (for he did not know himself, and said such instruction was unnecessary), I left him and betook myself to another, who was called a Peripatetic, and as he fancied, shrewd. And this man, after having entertained me for the first few days, requested me to settle the fee, in order that our intercourse might not be unprofitable. Him, too, for this reason I abandoned, believing him to be no philosopher at all. But when my soul was eagerly desirous to hear the peculiar and choice philosophy, I came to a Pythagorean, very celebrated - a man who thought much of his own wisdom. And then, when I had an interview with him, willing to become his hearer and disciple, he said, 'What then? Are you acquainted with music, astronomy, and geometry? Do you expect to perceive any of those things which conduce to a happy life, if you have not been first informed on those points which wean the soul from sensible objects, and render it fitted for objects which appertain to the mind, so that it can contemplate that which is honourable in its essence and that which is good in its essence?' Having commended many of these branches of learning, and telling me that they were necessary, he dismissed me when I confessed to him my ignorance. Accordingly I took it rather impatiently, as was to be expected when I failed in my hope, the more so because I deemed the man had some knowledge; but reflecting again on the space of time during which I would have to linger over those branches of learning, I was not able to endure longer procrastination. In my helpless condition it occurred to me to have a meeting with the Platonists, for their fame was great. I thereupon spent as much of my time as possible with one who had lately settled in our city, - a sagacious man, holding a high position among the Platonists - and I progressed, and made the greatest improvements daily. And the perception of immaterial things quite overpowered me, and the contemplation of ideas furnished my mind with wings, so that in a little while I supposed that I had become wise; and such was my stupidity, I expected immediately to look upon God, for this is the end of Plato's philosophy. " "2.6. Justin: I will tell you what seems to me; for philosophy is, in fact, the greatest possession, and most honourable before God, to whom it leads us and alone commends us; and these are truly holy men who have bestowed attention on philosophy. What philosophy is, however, and the reason why it has been sent down to men, have escaped the observation of most; for there would be neither Platonists, nor Stoics, nor Peripatetics, nor Theoretics, nor Pythagoreans, this knowledge being one. I wish to tell you why it has become many-headed. It has happened that those who first handled it i.e., philosophy, and who were therefore esteemed illustrious men, were succeeded by those who made no investigations concerning truth, but only admired the perseverance and self-discipline of the former, as well as the novelty of the doctrines; and each thought that to be true which he learned from his teacher: then, moreover, those latter persons handed down to their successors such things, and others similar to them; and this system was called by the name of him who was styled the father of the doctrine. Being at first desirous of personally conversing with one of these men, I surrendered myself to a certain Stoic; and having spent a considerable time with him, when I had not acquired any further knowledge of God (for he did not know himself, and said such instruction was unnecessary), I left him and betook myself to another, who was called a Peripatetic, and as he fancied, shrewd. And this man, after having entertained me for the first few days, requested me to settle the fee, in order that our intercourse might not be unprofitable. Him, too, for this reason I abandoned, believing him to be no philosopher at all. But when my soul was eagerly desirous to hear the peculiar and choice philosophy, I came to a Pythagorean, very celebrated - a man who thought much of his own wisdom. And then, when I had an interview with him, willing to become his hearer and disciple, he said, 'What then? Are you acquainted with music, astronomy, and geometry? Do you expect to perceive any of those things which conduce to a happy life, if you have not been first informed on those points which wean the soul from sensible objects, and render it fitted for objects which appertain to the mind, so that it can contemplate that which is honourable in its essence and that which is good in its essence?' Having commended many of these branches of learning, and telling me that they were necessary, he dismissed me when I confessed to him my ignorance. Accordingly I took it rather impatiently, as was to be expected when I failed in my hope, the more so because I deemed the man had some knowledge; but reflecting again on the space of time during which I would have to linger over those branches of learning, I was not able to endure longer procrastination. In my helpless condition it occurred to me to have a meeting with the Platonists, for their fame was great. I thereupon spent as much of my time as possible with one who had lately settled in our city, - a sagacious man, holding a high position among the Platonists - and I progressed, and made the greatest improvements daily. And the perception of immaterial things quite overpowered me, and the contemplation of ideas furnished my mind with wings, so that in a little while I supposed that I had become wise; and such was my stupidity, I expected immediately to look upon God, for this is the end of Plato's philosophy. "". None
69. Pliny The Younger, Letters, 4.13, 10.96 (2nd cent. CE - 2nd cent. CE)
 Tagged with subjects: • Educated, erudite • Tatian and Celsus,, education of Christians and • education • educational migration • instruction, school, education

 Found in books: Ayres and Ward (2021) 107; König and Whitton (2018) 385; Lampe (2003) 117, 273, 355; Levine (2005) 443; Tacoma (2016) 38

4.13. To Cornelius Tacitus. I am delighted that you have returned to Rome, for though your arrival is always welcome, it is especially so to me at the present moment. I shall be spending a few more days at my Tusculan villa in order to finish a small work which I have in hand, for I am afraid that if I do not carry it right through now that it is nearly completed I shall find it irksome to start on it again. In the meanwhile, that I may lose no time, I am sending this letter as a sort of forerunner to make a request which, when I am in town, I shall ask you to grant. But first of all, let me tell you my reasons for asking it. When I was last in my native district a son of a fellow townsman of mine, a youth under age, came to pay his respects to me. I said to him, "Do you keep up your studies?" "Yes," said he. "Where?" I asked. "At Mediolanum," he replied. "But why not here?" I queried. Then the lad\'s father, who was with him, and indeed had brought him, replied, "Because we have no teachers here." "How is that?" I asked. "It is a matter of urgent importance to you who are fathers" - and it so happened, luckily, that a number of fathers were listening to me - "that your children should get their schooling here on the spot. For where can they pass the time so pleasantly as in their native place; where can they be brought up so virtuously as under their parents\' eyes; where so inexpensively as at home? If you put your money together you could hire teachers at a trifling cost, and you could add to their stipends the sums you now spend upon your sons\' lodgings and travelling money, which are no light amounts. I have no children of my own, but still, in the interest of the State, which I may consider as my child or my parent, I am prepared to contribute a third part of the amount which you may decide to club together. I would even promise the whole sum, if I were not afraid that if I did so my generosity would be corrupted to serve private interests, as I see is the case in many places where teachers are employed at the public charge. There is but one way of preventing this evil, and that is by leaving the right of employing the teachers to the parents alone, who will be careful to make a right choice if they are required to find the money. For those who perhaps would be careless in dealing with other people\'s money will assuredly be careful in spending their own, and they will take care that the teacher who gets my money will be worth his salt when he will also get money from them as well. So put your heads together, make up your minds, and let my example inspire you, for I can assure you that the greater the contribution you lay upon me the better I shall be pleased. You cannot make your children a more handsome present than this, nor can you do your native place a better turn. Let those who are born here be brought up here, and from their earliest days accustom them to love and know every foot of their native soil. I hope you may be able to attract such distinguished teachers that boys will be sent here to study from the towns round about, and that, as now your children flock to other places, so in the future other people\'s children may flock hither." I thought it best to repeat this conversation in detail and from the very beginning, to convince you how glad I shall be if you will undertake my commission. As the subject is one of such importance, I beg and implore you to look out for some teachers from among the throng of learned people who gather round you in admiration of your genius, whom we can approach about the matter, but in such a way that we do not pledge ourselves to employ any one of them. For I wish to give the parents a perfectly free hand. They must judge and choose for themselves; my responsibilities go no further than a sympathetic interest and the payment of my share of the cost. So if you find anyone who is confident in his own abilities, let him go to Comum, but on the express understanding that he builds upon no certainty beyond his own confidence in himself. Farewell. ' '. None
70. Tertullian, To Scapula, 4.5 (2nd cent. CE - 3rd cent. CE)
 Tagged with subjects: • Education • education, Christian

 Found in books: Czajkowski et al (2020) 378; Penniman (2017) 9

4.5. We who are without fear ourselves are not seeking to frighten you, but we would save all men if possible by warning them not to fight with God. You may perform the duties of your charge, and yet remember the claims of humanity; if on no other ground than that you are liable to punishment yourself, (you ought to do so). For is not your commission simply to condemn those who confess their guilt, and to give over to the torture those who deny? You see, then, how you trespass yourselves against your instructions to wring from the confessing a denial. It is, in fact, an acknowledgment of our innocence that you refuse to condemn us at once when we confess. In doing your utmost to extirpate us, if that is your object, it is innocence you assail. But how many rulers, men more resolute and more cruel than you are, have contrived to get quit of such causes altogether - as Cincius Severus, who himself suggested the remedy at Thysdris, pointing out how the Christians should answer that they might secure an acquittal; as Vespronius Candidus, who dismissed from his bar a Christian, on the ground that to satisfy his fellow citizens would break the peace of the community; as Asper, who, in the case of a man who gave up his faith under slight infliction of the torture, did not compel the offering of sacrifice, having owned before, among the advocates and assessors of court, that he was annoyed at having had to meddle with such a case. Pudens, too, at once dismissed a Christian who was brought before him, perceiving from the indictment that it was a case of vexatious accusation; tearing the document in pieces, he refused so much as to hear him without the presence of his accuser, as not being consistent with the imperial commands. All this might be officially brought under your notice, and by the very advocates, who are themselves also under obligations to us, although in court they give their voice as it suits them. The clerk of one of them who was liable to be thrown upon the ground by an evil spirit, was set free from his affliction; as was also the relative of another, and the little boy of a third. How many men of rank (to say nothing of common people) have been delivered from devils, and healed of diseases! Even Severus himself, the father of Antonine, was graciously mindful of the Christians; for he sought out the Christian Proculus, surnamed Torpacion, the steward of Euhodias, and in gratitude for his having once cured him by anointing, he kept him in his palace till the day of his death. Antonine, too, brought up as he was on Christian milk, was intimately acquainted with this man. Both women and men of highest rank, whom Severus knew well to be Christians, were not merely permitted by him to remain uninjured; but he even bore distinguished testimony in their favour, and gave them publicly back to us from the hands of a raging populace. Marcus Aurelius also, in his expedition to Germany, by the prayers his Christian soldiers offered to God, got rain in that well-known thirst. When, indeed, have not droughts been put away by our kneelings and our fastings? At times like these, moreover, the people crying to the God of gods, the alone Omnipotent, under the name of Jupiter, have borne witness to our God. Then we never deny the deposit placed in our hands; we never pollute the marriage bed; we deal faithfully with our wards; we give aid to the needy; we render to none evil for evil. As for those who falsely pretend to belong to us, and whom we, too, repudiate, let them answer for themselves. In a word, who has complaint to make against us on other grounds? To what else does the Christian devote himself, save the affairs of his own community, which during all the long period of its existence no one has ever proved guilty of the incest or the cruelty charged against it? It is for freedom from crime so singular, for a probity so great, for righteousness, for purity, for faithfulness, for truth, for the living God, that we are consigned to the flames; for this is a punishment you are not wont to inflict either on the sacrilegious, or on undoubted public enemies, or on the treason-tainted, of whom you have so many. Nay, even now our people are enduring persecution from the governors of Legio and Mauritania; but it is only with the sword, as from the first it was ordained that we should suffer. But the greater our conflicts, the greater our rewards. ''. None
71. Tertullian, Against The Valentinians, 1.1 (2nd cent. CE - 3rd cent. CE)
 Tagged with subjects: • Early Christian education • Tatian and Celsus,, education of Christians and

 Found in books: Ayres and Ward (2021) 107; Bull Lied and Turner (2011) 222

1.1. The Valentinians, who are no doubt a very large body of heretics- comprising as they do so many apostates from the truth, who have a propensity for fables, and no discipline to deter them (therefrom) care for nothing so much as to obscure what they preach, if indeed they (can be said to) preach who obscure their doctrine. The officiousness with which they guard their doctrine is an officiousness which betrays their guilt. Their disgrace is proclaimed in the very earnestness with which they maintain their religious system. Now, in the case of those Eleusinian mysteries, which are the very heresy of Athenian superstition, it is their secrecy that is their disgrace. Accordingly, they previously beset all access to their body with tormenting conditions; and they require a long initiation before they enrol (their members), even instruction during five years for their perfect disciples, in order that they may mould their opinions by this suspension of full knowledge, and apparently raise the dignity of their mysteries in proportion to the craving for them which they have previously created. Then follows the duty of silence. Carefully is that guarded, which is so long in finding. All the divinity, however, lies in their secret recesses: there are revealed at last all the aspirations of the fully initiated, the entire mystery of the sealed tongue, the symbol of virility. But this allegorical representation, under the pretext of nature's reverend name, obscures a real sacrilege by help of an arbitrary symbol, and by empty images obviates the reproach of falsehood! In like manner, the heretics who are now the object of our remarks, the Valentinians, have formed Eleusinian dissipations of their own, consecrated by a profound silence, having nothing of the heavenly in them but their mystery. By the help of the sacred names and titles and arguments of true religion, they have fabricated the vainest and foulest figment for men's pliant liking, out of the affluent suggestions of Holy Scripture, since from its many springs many errors may well emanate. If you propose to them inquiries sincere and honest, they answer you with stern look and contracted brow, and say, The subject is profound. If you try them with subtle questions, with the ambiguities of their double tongue, they affirm a community of faith (with yourself). If you intimate to them that you understand their opinions, they insist on knowing nothing themselves. If you come to a close engagement with them they destroy your own fond hope of a victory over them by a self-immolation. Not even to their own disciples do they commit a secret before they have made sure of them. They have the knack of persuading men before instructing them; although truth persuades by teaching, but does not teach by first persuading. "". None
72. Tertullian, On Idolatry, 10 (2nd cent. CE - 3rd cent. CE)
 Tagged with subjects: • Educated, erudite • Education

 Found in books: Binder (2012) 81, 146, 147; Lampe (2003) 135

10. Moreover, we must inquire likewise touching schoolmasters; nor only of them, but also all other professors of literature. Nay, on the contrary, we must not doubt that they are in affinity with manifold idolatry: first, in that it is necessary for them to preach the gods of the nations, to express their names, genealogies, honourable distinctions, all and singular; and further, to observe the solemnities and festivals of the same, as of them by whose means they compute their revenues. What schoolmaster, without a table of the seven idols, will yet frequent the Quinquatria? The very first payment of every pupil he consecrates both to the honour and to the name of Minerva; so that, even though he be not said to eat of that which is sacrificed to idols nominally (not being dedicated to any particular idol), he is shunned as an idolater. What less of defilement does he recur on that ground, than a business brings which, both nominally and virtually, is consecrated publicly to an idol? The Minervalia are as much Minerva's, as the Saturnalia Saturn's; Saturn's, which must necessarily be celebrated even by little slaves at the time of the Saturnalia. New-year's gifts likewise must be caught at, and the Septimontium kept; and all the presents of Midwinter and the feast of Dear Kinsmanship must be exacted; the schools must be wreathed with flowers; the flamens' wives and the diles sacrifice; the school is honoured on the appointed holy-days. The same thing takes place on an idol's birthday; every pomp of the devil is frequented. Who will think that these things are befitting to a Christian master, unless it be he who shall think them suitable likewise to one who is not a master? We know it may be said, If teaching literature is not lawful to God's servants, neither will learning be likewise; and, How could one be trained unto ordinary human intelligence, or unto any sense or action whatever, since literature is the means of training for all life? How do we repudiate secular studies, without which divine studies cannot be pursued? Let us see, then, the necessity of literary erudition; let us reflect that partly it cannot be admitted, partly cannot be avoided. Learning literature is allowable for believers, rather than teaching; for the principle of learning and of teaching is different. If a believer teach literature, while he is teaching doubtless he commends, while he delivers he affirms, while he recalls he bears testimony to, the praises of idols interspersed therein. He seals the gods themselves with this name; whereas the Law, as we have said, prohibits the names of gods to be pronounced, and this name to be conferred on vanity. Hence the devil gets men's early faith built up from the beginnings of their erudition. Inquire whether he who catechizes about idols commit idolatry. But when a believer learns these things, if he is already capable of understanding what idolatry is, he neither receives nor allows them; much more if he is not yet capable. Or, when he begins to understand, it behooves him first to understand what he has previously learned, that is, touching God and the faith. Therefore he will reject those things, and will not receive them; and will be as safe as one who from one who knows it not, knowingly accepts poison, but does not drink it. To him necessity is attributed as an excuse, because he has no other way to learn. Moreover, the not teaching literature is as much easier than the not learning, as it is easier, too, for the pupil not to attend, than for the master not to frequent, the rest of the defilements incident to the schools from public and scholastic solemnities. "". None
73. None, None, nan (2nd cent. CE - 2nd cent. CE)
 Tagged with subjects: • Educated, erudite • Justin Martyr, education and training of

 Found in books: Ayres and Ward (2021) 54; Lampe (2003) 277, 288, 289

74. None, None, nan (2nd cent. CE - 3rd cent. CE)
 Tagged with subjects: • Educated, erudite • Education

 Found in books: Binder (2012) 81; Lampe (2003) 414, 415

75. None, None, nan (2nd cent. CE - 3rd cent. CE)
 Tagged with subjects: • education

 Found in books: Wilson (2012) 348; Černušková (2016) 150

76. None, None, nan (2nd cent. CE - 3rd cent. CE)
 Tagged with subjects: • education, Christian origins and • education, Greco-Roman • education, applications of, to address historical,religious or social issues • education, rhetorical • rhetorical education vi,

 Found in books: Amendola (2022) 38; Damm (2018) 135

77. None, None, nan (2nd cent. CE - 4th cent. CE)
 Tagged with subjects: • education, compulsory • education, curriculum • education, depth vs. breadth • education, goals of • education, goals of, in increments • education, goals of, reward of the learner • educational metaphor, bird imagery • educational metaphor, cistern • educational metaphor, sieve • educational metaphor, sponge • educational metaphor, water imagery • instruction, school, education

 Found in books: Hirshman (2009) 42, 43, 44, 45, 46, 47, 155; Levine (2005) 444

78. None, None, nan (2nd cent. CE - 2nd cent. CE)
 Tagged with subjects: • Education • Roman era, Hellenic perspectives, music education

 Found in books: Cosgrove (2022) 185; Czajkowski et al (2020) 469

79. Babylonian Talmud, Berachot, None (3rd cent. CE - 6th cent. CE)
 Tagged with subjects: • education, history of, teachers • elementary education • instruction, school, education

 Found in books: Hirshman (2009) 90; Levine (2005) 442

35b. כאן לאחר ברכה,א"ר חנינא בר פפא כל הנהנה מן העוה"ז בלא ברכה כאילו גוזל להקב"ה וכנסת ישראל שנא\' (משלי כח, כד) גוזל אביו ואמו ואומר אין פשע חבר הוא לאיש משחית ואין אביו אלא הקב"ה שנא\' (דברים לב, ו) הלא הוא אביך קנך ואין אמו אלא כנסת ישראל שנא\' (משלי א, ח) שמע בני מוסר אביך ואל תטוש תורת אמך,מאי חבר הוא לאיש משחית א"ר חנינא בר פפא חבר הוא לירבעם בן נבט שהשחית את ישראל לאביהם שבשמים:,ר\' חנינא בר פפא רמי כתיב (הושע ב, יא) ולקחתי דגני בעתו וגו\' וכתיב (דברים יא, יד) ואספת דגנך וגו\',ל"ק כאן בזמן שישראל עושין רצונו של מקום כאן בזמן שאין ישראל עושין רצונו של מקום,ת"ר ואספת דגנך מה ת"ל לפי שנא\' (יהושע א, ח) לא ימוש ספר התורה הזה מפיך יכול דברים ככתבן ת"ל ואספת דגנך הנהג בהן מנהג דרך ארץ דברי ר\' ישמעאל,ר"ש בן יוחי אומר אפשר אדם חורש בשעת חרישה וזורע בשעת זריעה וקוצר בשעת קצירה ודש בשעת דישה וזורה בשעת הרוח תורה מה תהא עליה אלא בזמן שישראל עושין רצונו של מקום מלאכתן נעשית ע"י אחרים שנא\' (ישעיהו סא, ה) ועמדו זרים ורעו צאנכם וגו\' ובזמן שאין ישראל עושין רצונו של מקום מלאכתן נעשית ע"י עצמן שנא\' (דברים יא, יד) ואספת דגנך ולא עוד אלא שמלאכת אחרים נעשית על ידן שנא\' (דברים כח, מח) ועבדת את אויביך וגו\',אמר אביי הרבה עשו כרבי ישמעאל ועלתה בידן כר\' שמעון בן יוחי ולא עלתה בידן,א"ל רבא לרבנן במטותא מינייכו ביומי ניסן וביומי תשרי לא תתחזו קמאי כי היכי דלא תטרדו במזונייכו כולא שתא:,אמר רבה בר בר חנה א"ר יוחנן משום רבי יהודה בר\' אלעאי בא וראה שלא כדורות הראשונים דורות האחרונים דורות הראשונים עשו תורתן קבע ומלאכתן עראי זו וזו נתקיימה בידן דורות האחרונים שעשו מלאכתן קבע ותורתן עראי זו וזו לא נתקיימה בידן,ואמר רבה בר בר חנה אר"י משום ר"י בר\' אלעאי בא וראה שלא כדורות הראשונים דורות האחרונים דורות הראשונים היו מכניסין פירותיהן דרך טרקסמון כדי לחייבן במעשר דורות האחרונים מכניסין פירותיהן דרך גגות דרך חצרות דרך קרפיפות כדי לפטרן מן המעשר דא"ר ינאי אין הטבל מתחייב במעשר עד שיראה פני הבית שנא\' (דברים כו, יג) בערתי הקדש מן הבית,ור\' יוחנן אמר אפי\' חצר קובעת שנא\' (דברים כו, יב) ואכלו בשעריך ושבעו:,חוץ מן היין וכו\': מאי שנא יין אילימא משום דאשתני לעלויא אשתני לברכה והרי שמן דאשתני לעלויא ולא אשתני לברכה דאמר רב יהודה אמר שמואל וכן א"ר יצחק א"ר יוחנן שמן זית מברכין עליו בפה"ע,אמרי התם משום דלא אפשר היכי נבריך נבריך בורא פרי הזית פירא גופיה זית אקרי,ונבריך עליה בורא פרי עץ זית אלא אמר מר זוטרא חמרא זיין משחא לא זיין,ומשחא לא זיין והתנן הנודר מן המזון מותר במים ובמלח והוינן בה מים ומלח הוא דלא אקרי מזון הא כל מילי אקרי מזון,נימא תיהוי תיובתא דרב ושמואל דאמרי אין מברכין בורא מיני מזונות אלא בה\' המינין בלבד וא"ר הונא באומר כל הזן עלי,אלמא משחא זיין אלא חמרא סעיד ומשחא לא סעיד וחמרא מי סעיד והא רבא הוה שתי חמרי כל מעלי יומא דפסחא כי היכי דנגרריה ללביה וניכול מצה טפי טובא גריר פורתא סעיד,ומי סעיד כלל והכתיב (תהלים קד, טו) ויין ישמח לבב אנוש ולחם לבב אנוש יסעד וגו\' נהמא הוא דסעיד חמרא לא סעיד אלא חמרא אית ביה תרתי סעיד ומשמח נהמא מסעד סעיד שמוחי לא משמח,אי הכי נבריך עליה שלש ברכות לא קבעי אינשי סעודתייהו עלויה,א"ל רב נחמן בר יצחק לרבא אי קבע עלויה סעודתיה מאי א"ל לכשיבא אליהו ויאמר אי הויא קביעותא השתא מיהא בטלה דעתו אצל כל אדם:,גופא אמר רב יהודה אמר שמואל וכן א"ר יצחק א"ר יוחנן שמן זית מברכין עליו בורא פרי העץ היכי דמי אילימא דקא שתי ליה (משתה) אוזוקי מזיק ליה דתניא השותה שמן של תרומה משלם את הקרן ואינו משלם את החומש הסך שמן של תרומה משלם את הקרן ומשלם את החומש,אלא דקא אכיל ליה על ידי פת אי הכי הויא ליה פת עיקר והוא טפל ותנן זה הכלל כל שהוא עיקר ועמו טפלה מברך על העיקר ופוטר את הטפלה אלא דקא שתי ליה ע"י אניגרון דאמר רבה בר שמואל אניגרון מיא דסלקא אנסיגרון מיא''. None
35b. and here, where it says that He gave the earth to mankind refers to after a blessing is recited.,Rabbi Ḥanina bar Pappa said: Anyone who derives benefit from this world without a blessing, it is as if he stole from God and the community of Israel, as it is stated: “Whoever robs his father and his mother and says: It is no transgression, he is the companion of a destroyer” (Proverbs 28:24). The phrase, his father, refers to none other than God, as it is stated: “Is He not your Father Who created you, Who made you and established you” (Deuteronomy 32:6). The phrase his mother refers to none other than the community of Israel, as it is stated: “Hear, my son, the discipline of your father, and do not forsake the Torah of your mother” (Proverbs 1:8). The mention of the Torah as emanating from the mouth of the mother, apparently means that your mother is the community of Israel.,What is the meaning of the continuation of the verse: He is the companion of a destroyer? Rabbi Ḥanina bar Pappa said: He is a companion of Jeroboam ben Nevat, who corrupted Israel before their Father in heaven by sinning and causing others to sin.,On a similar note, the Gemara cites that Rabbi Ḥanina bar Pappa raised a contradiction: It is written, “I will take back My grain at its time and wine in its season” (Hosea 2:11), and it is written: “And you shall gather your grain, your wine and your oil” (Deuteronomy 11:14). To whom does the grain belong: To God, or to the people?,The Gemara responds: This is not difficult. Here, where God promises Israel that they will gather their grain, the verse refers to a time when they perform God’s will. Here, where the verse indicates that the grain belongs to God, it refers to a time when they do not perform God’s will, as then He will take back the grain, demonstrating that it belongs to Him.,The Sages taught: What is the meaning of that which the verse states: “And you shall gather your grain”? Because it is stated: “This Torah shall not depart from your mouths, and you shall contemplate in it day and night” (Joshua 1:8), I might have thought that these matters are to be understood as they are written; one is to literally spend his days immersed exclusively in Torah study. Therefore, the verse states: “And you shall gather your grain, your wine and your oil,” assume in their regard, the way of the world; set aside time not only for Torah, but also for work. This is the statement of Rabbi Yishmael.,Rabbi Shimon ben Yoḥai says: Is it possible that a person plows in the plowing season and sows in the sowing season and harvests in the harvest season and threshes in the threshing season and winnows in the windy season, as grain is separated from the chaff by means of the wind, and is constantly busy; what will become of Torah? Rather, one must dedicate himself exclusively to Torah at the expense of other endeavors; as when Israel performs God’s will, their work is performed by others, as it is stated: “And strangers will stand and feed your flocks, and foreigners will be your plowmen and your vinedressers” (Isaiah 61:5). When Israel does not perform God’s will, their work is performed by them themselves, as it is stated: “And you shall gather your grain.” Moreover, if Israel fails to perform God’s will, others’ work will be performed by them, as it is stated: “You shall serve your enemy whom God shall send against you, in hunger, in thirst, in nakedness and in want of all things” (Deuteronomy 28:48).,Summing up this dispute, Abaye said: Although there is room for both opinions, many have acted in accordance with the opinion of Rabbi Yishmael, and combined working for a living and learning Torah, and although they engaged in activities other than the study of Torah, were successful in their Torah study. Many have acted in accordance with the opinion of Rabbi Shimon ben Yoḥai and were not successful in their Torah study. They were ultimately forced to abandon their Torah study altogether.,Similarly, Rava said to the Sages who would attend his study hall: I implore you; during the months of Nisan and Tishrei, the crucial agricultural periods, do not appear before me. Engage in your agricultural work then so that you will not be preoccupied with your sustece all year.,Summarizing these statements, Rabba bar bar Ḥana said that Rabbi Yoḥa said in the name of the tanna Rabbi Yehuda, son of Rabbi El’ai: Come and see that the latter generations are not like the earlier generations; rather they are their inferiors. The earlier generations made their Torah permanent and their work occasional, and this, Torah study, and that, their work, were successful for them. However, the latter generations who made their work permanent and their Torah occasional, neither this nor that was successful for them.,Along these lines, Rabba bar bar Ḥana said that Rabbi Yoḥa said in the name of Rabbi Yehuda, son of Rabbi El’ai: Come and see that the latter generations are not like the earlier generations. In the earlier generations, people would bring their fruits into their courtyards through the main gate in order to obligate them in tithes. However, the latter generations bring their fruits through roofs, through courtyards and through enclosed courtyards, avoiding the main gate in order to exempt them from the mitzva of tithing. As Rabbi Yannai said: Untithed produce is not obligated in the mitzva of tithing until it sees the front of the house through which people enter and exit, and it is brought into the house that way as it is stated in the formula of the confession of the tithes: “I have removed the consecrated from the house” (Deuteronomy 26:13), as the obligation to tithe produce whose purpose has not yet been designated takes effect only when it is brought into the house.,And Rabbi Yoḥa said: Even bringing it into the courtyard determines its status as having completed the production process and obligates the produce to be tithed, as it is written in the confession of the tithes: “And I have given to the Levite, the stranger, the orphan and the widow, and they shall eat in your gates and be satisfied” (Deuteronomy 26:12).,We learned in our mishna: Over fruits that grow on a tree one recites: Who creates fruit of the tree, with the exception of wine that even though it originates from fruit of the tree, a separate blessing was established for it: Who creates the fruit of the vine. The Gemara asks: What is different about wine, that a separate blessing was established for it? If you say that because the fruit changed for the better into wine, therefore, the blessing changed. Olive oil changed for the better and nevertheless, its blessing did not change. As Rabbi Yehuda said that Shmuel said, and so too Rabbi Yitzḥak said that Rabbi Yoḥa said: Over olive oil, one recites: Who creates fruit of the tree, just as he does over the fruit itself.,The Sages said: There, in the case of oil, it is because it is impossible to find an appropriate blessing, as how shall we recite the blessing? If we recite the blessing: Who creates fruit of the olive, the fruit itself is called olive and that is what was created. The oil is a man-made product of that fruit, rendering that formula inappropriate. Similarly, reciting a formula parallel to the blessing on wine: Who creates the fruit of the vine, is inappropriate as the grapes themselves are the fruit that was created, as opposed to oil which was not.,The Gemara challenges: Nevertheless, it is still possible to formulate a blessing, as we may recite the blessing: Who creates fruit of the olive tree, which would be parallel to the blessing recited over wine. Rather, Mar Zutra offered a different rationale: The reason that no separate blessing was established over oil is because, as opposed to wine that nourishes, oil does not nourish.,The Gemara asks: And oil does not nourish? Didn’t we learn in a mishna: One who vows that nourishment is forbidden to him is permitted to eat water and salt, as they are not considered nourishment. And we discussed this halakha: By inference, water and salt are not considered nourishment, but all other edible items are considered nourishment.,Let us say that this is a conclusive refutation of Rav and Shmuel, who said: One only recites: Who creates various kinds of nourishment, over the five species of grain alone, as they alone are considered nourishing. And Rav Huna said as a solution that this mishna referred to a case where he vows and says: Anything that nourishes is prohibited to me. That formula includes anything that is at all nourishing and therefore only water and salt are excluded. Olive oil is not excluded.,Apparently, oil nourishes. Rather, there is another distinction between wine and oil: Wine satisfies, oil does not satisfy. Wine not only nourishes, but it is also filling. The Gemara asks: And does wine satisfy? Wouldn’t Rava drink wine all day on the eve of Passover in order to stimulate his heart, i.e., whet his appetite so that he might eat more matza at the seder? Wine does not satisfy, it whets the appetite. The Gemara answers: A lot of wine stimulates, a little satisfies.,Again, the Gemara asks: Does wine satisfy at all? Isn’t it written: “Wine gladdens the heart of man, making the face brighter than oil, and bread fills man’s heart” (Psalms 104:15); bread is that which satisfies, wine does not satisfy. Rather, this verse is not a proof; wine has two advantages, it satisfies and gladdens. Bread, however, satisfies but does not gladden.,Since wine possesses all of these virtues, the Gemara asks: If so, let us recite the three blessings of Grace after Meals over it after drinking, just as we do after eating bread. The Gemara answers: People do not base their meals on wine.,Rav Naḥman bar Yitzḥak said to Rava: If one based his meal on it, what is the ruling? Must he recite the Grace after Meals as he does after bread? He replied: When Elijah comes and says whether or not it can serve as the basis for a meal, this will be resolved. Nevertheless, now, until then, his intention is rendered irrelevant by the opinions of all other men and he is not required to recite the complete Grace after Meals.,Previously, the Gemara cited the halakha that one recites the blessing: Who creates fruit of the tree, over olive oil. The Gemara discusses the matter itself. Rav Yehuda said that Shmuel said, and so too Rabbi Yitzḥak said that Rabbi Yoḥa said: One recites the blessing: Who creates fruit of the tree, over olive oil just as he does over the fruit itself. What are the circumstances? If you say that he drank it plain, it causes damage to the drinker. As it was taught in a baraita: One who drinks oil of teruma, while unaware that it was teruma, pays the principal and does not pay the additional fifth which is the typical penalty for unintentional misuse of consecrated property, as in that case the individual is considered to have only damaged consecrated property without deriving benefit from it. One who anoints his body with the oil of teruma pays the principal and pays the fifth, as he derived benefit from it. Apparently, one who drinks oil derives no benefit and it even causes him damage.,Rather, it is referring to a case where he eats the oil by dipping bread into it. If so, the bread is primary and the oil secondary, and we learned in a mishna: This is the principle: Any food that is primary, and is eaten with food that is secondary, one recites a blessing over the primary food, and that blessing exempts the secondary from the requirement to recite a blessing before eating it. A blessing need only be recited over the bread, not over the oil. Rather, it is referring to a case where he is drinking it by means of an anigeron, as Rabba bar Shmuel said: Anigeron is water in which a beet was boiled, ansigeron is the water''. None
80. Babylonian Talmud, Pesahim, None (3rd cent. CE - 6th cent. CE)
 Tagged with subjects: • instruction, school, education • rabbinic education, study always oral

 Found in books: Cohen (2010) 291, 292; Levine (2005) 443

49b. ואינו מתקבל:,תנו רבנן לעולם ימכור אדם כל מה שיש לו וישא בת תלמיד חכם לא מצא בת תלמיד חכם ישא בת גדולי הדור לא מצא בת גדולי הדור ישא בת ראשי כנסיות לא מצא בת ראשי כנסיות ישא בת גבאי צדקה לא מצא בת גבאי צדקה ישא בת מלמדי תינוקות ולא ישא בת עמי הארץ מפני שהן שקץ ונשותיהן שרץ ועל בנותיהן הוא אומר (דברים כז, כא) ארור שוכב עם כל בהמה,תניא ר' אומר עם הארץ אסור לאכול בשר (בהמה) שנאמר (ויקרא יא, מו) זאת תורת הבהמה והעוף כל העוסק בתורה מותר לאכול בשר בהמה ועוף וכל שאינו עוסק בתורה אסור לאכול בשר בהמה ועוף:,אמר רבי אלעזר עם הארץ מותר לנוחרו ביום הכיפורים שחל להיות בשבת אמרו לו תלמידיו ר' אמור לשוחטו אמר להן זה טעון ברכה וזה אינו טעון ברכה:,אמר רבי אלעזר עם הארץ אסור להתלוות עמו בדרך שנאמר (דברים ל, כ) כי היא חייך ואורך ימיך על חייו לא חס על חיי חבירו לא כל שכן,אמר רבי שמואל בר נחמני אמר רבי יוחנן עם הארץ מותר לקורעו כדג אמר רבי שמואל בר יצחק ומגבו:,תניא אמר רבי עקיבא כשהייתי עם הארץ אמרתי מי יתן לי תלמיד חכם ואנשכנו כחמור אמרו לו תלמידיו רבי אמור ככלב אמר להן זה נושך ושובר עצם וזה נושך ואינו שובר עצם:,תניא היה רבי מאיר אומר כל המשיא בתו לעם הארץ כאילו כופתה ומניחה לפני ארי מה ארי דורס ואוכל ואין לו בושת פנים אף עם הארץ מכה ובועל ואין לו בושת פנים:,תניא רבי אליעזר אומר אילמלא אנו צריכין להם למשא ומתן היו הורגין אותנו,תנא רבי חייא כל העוסק בתורה לפני עם הארץ כאילו בועל ארוסתו בפניו שנאמר (דברים לג, ד) תורה צוה לנו משה מורשה אל תקרי מורשה אלא מאורסה,גדולה שנאה ששונאין עמי הארץ לתלמיד חכם יותר משנאה ששונאין עובדי כוכבים את ישראל ונשותיהן יותר מהן: תנא שנה ופירש יותר מכולן,תנו רבנן ששה דברים נאמרו בעמי הארץ אין מוסרין להן עדות ואין מקבלין ממנו עדות ואין מגלין להן סוד ואין ממנין אותן אפוטרופוס על היתומים ואין ממנין אותן אפוטרופוס על קופה של צדקה ואין מתלוין עמהן בדרך ויש אומרים אף אין מכריזין על אבידתו,ותנא קמא זמנין דנפיק מיניה זרעא מעליא ואכיל ליה שנאמר (איוב כז, יז) יכין וצדיק ילבש:,וכן מי שיצא וכו':,למימרא דרבי מאיר סבר כביצה הוא דחשיב ורבי יהודה סבר כזית נמי חשיב ורמינהי עד כמה הן מזמנין עד כזית ורבי יהודה אומר עד כביצה,אמר רבי יוחנן מוחלפת השיטה,אביי אמר לעולם לא תיפוך התם בקראי פליגי הכא בסברא פליגי התם בקראי פליגי רבי מאיר סבר (דברים ח, י) ואכלת זו אכילה ושבעת זו שתיה ואכילה בכזית ורבי יהודה סבר ואכלת ושבעת אכילה שיש בה שביעה ואיזו זו בכביצה,הכא בסברא פליגי דרבי מאיר סבר חזרתו כטומאתו מה טומאתו בכביצה אף חזרתו בכביצה ור' יהודה סבר חזרתו"". None
49b. and unacceptable.,The Sages taught: A person should always be willing to sell all he has in order to marry the daughter of a Torah scholar. If he cannot find the daughter of a Torah scholar, he should marry the daughter of one of the great people of the generation, who are pious although they are not Torah scholars. If he cannot find the daughter of one of the great people of the generation, he should marry the daughter of one of the heads of the congregations. If he cannot find the daughter of one of the heads of the congregations, he should marry the daughter of one of the charity collectors. If he cannot find the daughter of one of the charity collectors, he should marry the daughter of one of the schoolteachers. However, he should not marry the daughter of an ignoramus am ha’aretz because they are vermin and their wives are similar to a creeping animal, as their lifestyle involves the violation of numerous prohibitions. And with regard to their daughters the verse states: “Cursed is he who lies with an animal” (Deuteronomy 27:21), as they are similar to animals in that they lack any knowledge or moral sense.,The Gemara continues its discussion with regard to an ignoramus. It was taught in a baraita that Rabbi Yehuda HaNasi says: It is prohibited for an ignoramus to eat meat, as it is stated: “This is the law torah of the beast and of the fowl” (Leviticus 11:46). He expounds: Anyone who engages in Torah study is permitted to eat the meat of animals and fowl, and anyone who does not engage in Torah study is prohibited to eat the meat of animals or fowl.,The Gemara proceeds to mention some sharply negative statements of the Sages in which they overstated their negative sentiments with regard to ignoramuses, although these ignoramuses were wicked in addition to being boors (ge’onim). Rabbi Elazar said: It is permitted to stab an ignoramus to death on Yom Kippur that occurs on Shabbat. His students said to him: Master, at least say that it is permitted to slaughter him. He said to them: I intentionally used the word stab, as this term, slaughtering, requires a blessing when one slaughters an animal, and that term, stabbing, does not require a blessing in any context.,Rabbi Elazar said: It is prohibited to accompany an ignoramus while traveling on the road due to concern that the ignoramus might try to harm his traveling partner, as it is stated with regard to Torah: “For it is your life and the length of your days” (Deuteronomy 30:20). An ignoramus has not studied any Torah, indicating that he is not concerned about his own life; with regard to another’s life, all the more so.,Rabbi Shmuel bar Naḥmani said that Rabbi Yoḥa said: It is permitted to tear open an ignoramus like a fish. Rabbi Shmuel bar Yitzḥak said: And one may cut him open from his back and thereby cause his immediate death by piercing his spinal cord rather than his stomach.,It was taught in a baraita that Rabbi Akiva said: When I was an ignoramus I said: Who will give me a Torah scholar so that I will bite him like a donkey? His students said to him: Master, say that you would bite him like a dog! He said to them: I specifically used that wording, as this one, a donkey, bites and breaks bones, and that one, a dog, bites but does not break bones.,It was taught in a baraita that Rabbi Meir would say: Anyone who marries off his daughter to an ignoramus is considered as though he binds her and places her before a lion. Why is this so? Just as a lion mauls its prey and eats and has no shame, so too, an ignoramus strikes his wife and then engages in sexual relations with her without appeasing her first, and has no shame.,It was taught in a baraita that Rabbi Eliezer says: If we did not need the ignoramuses for business, they would kill us.,The Gemara shifts to a discussion of an ignoramus who has some degree of sensitivity (Me’iri). Rabbi Ḥiyya taught: Anyone who engages in Torah study in the presence of an ignoramus, causing the ignoramus embarrassment and anguish over his inability to study Torah, is considered as though he had sexual relations with the ignoramus’s betrothed bride in his presence, as it is stated: “Moses commanded us the Torah, an inheritance morasha for the congregation of Jacob” (Deuteronomy 33:4). Do not read it as inheritance morasha; rather, read it as betrothed me’orasa. The Torah is compared to the betrothed bride of the Jewish people until one studies it and thereby consummates his marriage with it.,Similarly, he said: The hatred which ignoramuses have for a Torah scholar is greater than the hatred that the nations of the world have for the Jewish people. And the wives of the ignoramuses hate Torah scholars more than the ignoramuses themselves. It was taught in the Tosefta that one who studied Torah and left his studies hates Torah scholars more than all of them.,The Sages taught: Six statements were made with regard to ignoramuses: One may not entrust them with testimony, i.e., one may not appoint them as witnesses to a particular event or transaction. Additionally, one may not accept testimony from them, as they are not considered trustworthy, and one should not reveal a secret to them, as they will reveal it. One may not appoint them as steward apotropos over an estate belonging to orphans, due to concern that they might make improper use of the orphans’ property. Likewise, one may not appoint them as guardian over a charity fund. Finally, one should not accompany them while traveling on the road, due to concern for one’s safety. And there are those who say: One does not even announce their lost items, meaning that if one finds a lost article from such a person, he is allowed to keep it without making an effort to locate the owner (Me’iri).,The Gemara asks: What is the reasoning of the first tanna, who holds that one must announce having found the lost article of an ignoramus? The Gemara explains: Sometimes upstanding offspring will come from him and will consume the property, as it is stated: “He may prepare it but the just shall put it on” (Job 27:17). It is possible for a wicked person to prepare something for himself that will later be used by a righteous person.,The Gemara returns to explaining the mishna. It was taught: And so too, one who left Jerusalem with sacrificial meat in his possession must return to Jerusalem to burn it, just as one is required to return in order to remove leaven from his possession. According to Rabbi Meir, this halakha applies with regard to an egg-bulk of sacrificial meat or leaven, whereas Rabbi Yehuda disagrees and says the minimum amount for both is an olive-bulk.,The Gemara asks: Is that to say that Rabbi Meir holds that an egg-bulk is the minimal amount that is considered significant, and Rabbi Yehuda holds that an olive-bulk is also considered significant? The Gemara raises a contradiction from a mishna in Berakhot: How much food must one eat in order to obligate those with whom he ate in a zimmun? An olive-bulk of food is sufficient according to the unattributed opinion in the mishna, which is generally that of Rabbi Meir. And Rabbi Yehuda says: An egg-bulk is the minimum measure to obligate those with whom one ate in a zimmun. This seems to contradict the opinions of Rabbi Meir and Rabbi Yehuda stated in the mishna here.,Rabbi Yoḥa said: The opinions are reversed in one of these sources, and must be emended.,Abaye said: Actually, do not reverse the opinions. There, they disagree with regard to the interpretation of verses, while here, they disagree with regard to logical reasoning. How so? There, with regard to zimmun, they disagree with regard to the interpretation of verses. Rabbi Meir holds that the verse: “And you shall eat and be satisfied and bless the Lord your God” (Deuteronomy 8:10) should be understood as follows: “And you shall eat,” that is eating; “and be satisfied,” that is drinking. The standard halakhic principle is that eating is defined as the consumption of an olive-bulk. And Rabbi Yehuda holds: “And you shall eat and you shall be satisfied” refers to eating that includes satisfaction. And what is considered eating with satisfaction? It is consumption of an egg-bulk.,However, here, in the cases of leaven and consecrated food, they disagree not with regard to the interpretation of verses but with regard to logical reasoning, as Rabbi Meir holds: The requirement to return consecrated food is analogous to its ritual impurity. Just as its susceptibility to ritual impurity is only when it is the size of an egg-bulk, so too, the requirement to return it is only when it is the size of an egg-bulk. And Rabbi Yehuda holds: The requirement to return consecrated food''. None
81. Babylonian Talmud, Sukkah, None (3rd cent. CE - 6th cent. CE)
 Tagged with subjects: • education, depth vs. breadth • education, goals of • education, goals of, socioeconomic class • educational curriculum, history of • instruction, school, education

 Found in books: Hirshman (2009) 114, 117; Levine (2005) 444

29a. כי הא (דרבה) בר חמא כי הוו קיימי מקמיה דרב חסדא מרהטי בגמרא בהדי הדדי והדר מעייני בסברא,אמר רבא מאני משתיא במטללתא מאני מיכלא בר ממטללתא חצבא ושחיל בר ממטללתא ושרגא במטללתא ואמרי לה בר ממטללתא ולא פליגי הא בסוכה גדולה הא בסוכה קטנה:,ירדו גשמים: תנא משתסרח המקפה של גריסין,אביי הוה קא יתיב קמיה דרב יוסף במטללתא נשב זיקא וקא מייתי ציבותא אמר להו רב יוסף פנו לי מאני מהכא אמר ליה אביי והא תנן משתסרח המקפה אמר ליה לדידי כיון דאנינא דעתאי כמי שתסרח המקפה דמי לי,ת"ר היה אוכל בסוכה וירדו גשמים וירד אין מטריחין אותו לעלות עד שיגמור סעודתו היה ישן תחת הסוכה וירדו גשמים וירד אין מטריחין אותו לעלות עד שיאור,איבעיא להו עד שיעור או עד שיאור ת"ש עד שיאור ויעלה עמוד השחר תרתי אלא אימא עד שיעור ויעלה עמוד השחר:,משל למה הדבר דומה: איבעיא להו מי שפך למי ת"ש דתניא שפך לו רבו קיתון על פניו ואמר לו אי אפשי בשמושך,ת"ר בזמן שהחמה לוקה סימן רע לכל העולם כולו משל למה הדבר דומה למלך בשר ודם שעשה סעודה לעבדיו והניח פנס לפניהם כעס עליהם ואמר לעבדו טול פנס מפניהם והושיבם בחושך,תניא רבי מאיר אומר כל זמן שמאורות לוקין סימן רע לשונאיהם של ישראל מפני שמלומדין במכותיהן משל לסופר שבא לבית הספר ורצועה בידו מי דואג מי שרגיל ללקות בכל יום ויום הוא דואג,תנו רבנן בזמן שהחמה לוקה סימן רע לעובדי כוכבים לבנה לוקה סימן רע לשונאיהם של ישראל מפני שישראל מונין ללבנה ועובדי כוכבים לחמה לוקה במזרח סימן רע ליושבי מזרח במערב סימן רע ליושבי מערב באמצע הרקיע סימן רע לכל העולם כולו,פניו דומין לדם חרב בא לעולם לשק חיצי רעב באין לעולם לזו ולזו חרב וחיצי רעב באין לעולם לקה בכניסתו פורענות שוהה לבא ביציאתו ממהרת לבא וי"א חילוף הדברים,ואין לך כל אומה ואומה שלוקה שאין אלהיה לוקה עמה שנאמר (שמות יב, יב) ובכל אלהי מצרים אעשה שפטים ובזמן שישראל עושין רצונו של מקום אין מתיראין מכל אלו שנאמר (ירמיהו י, ב) כה אמר ה\' אל דרך הגוים אל תלמדו ומאותות השמים אל תחתו כי יחתו הגוים מהמה עובדי כוכבים יחתו ואין ישראל יחתו,ת"ר בשביל ארבעה דברים חמה לוקה על אב בית דין שמת ואינו נספד כהלכה ועל נערה המאורסה שצעקה בעיר ואין מושיע לה ועל משכב זכור ועל שני אחין שנשפך דמן כאחד,ובשביל ארבעה דברים מאורות לוקין על כותבי (פלסתר) ועל מעידי עדות שקר ועל מגדלי בהמה דקה בא"י ועל קוצצי אילנות טובות,ובשביל ד\' דברים נכסי בעלי בתים נמסרין למלכות על משהי שטרות פרועים ועל מלוי ברבית''. None
29a. As in that situation involving Rava and Rami bar Ḥama, when they would stand before Rav Ḥisda, after he taught them a halakha they would quickly review the tradition that they heard from him together and only then analyze the rationale of the tradition that they had received. Apparently, in the study of Mishna and the amoraic commentary on the Mishna there is a distinction between extensive and intensive study.,With regard to residence in the sukka, Rava said: Drinking vessels such as cups, which are usually clean, remain in the sukka. Eating vessels are taken out of the sukka after use. An earthenware jug and a wicker basket shaḥil that are used for drawing water are taken outside the sukka. And a lamp remains inside the sukka, and some say it is taken outside the sukka. The Gemara comments: And they do not disagree. Rather, this opinion, that a lamp remains inside the sukka, is referring to a large sukka, where the lamp and its odor do not disturb those residing in the sukka. And that opinion, that the lamp is taken outside the sukka, is referring to a small sukka, where the lamp’s odor is offensive.,§ The mishna stated: If rain fell, it is permitted to leave the sukka from the point that it is raining so hard that the congealed dish will spoil. It was taught in the Tosefta: The measure is from when a congealed dish of pounded grain, a dish ruined by even slight rainfall, will spoil.,Abaye was sitting before Rav Yosef in the sukka. The wind blew and brought with it splinters from the roofing, and they fell onto the food. Rav Yosef said to him: Vacate my vessels from here, and I will eat in the house. Abaye said to him: Didn’t we learn in the mishna that one remains in the sukka until the congealed dish will spoil? That is not yet the case. He said to him: For me, since I am delicate, this situation is as if the congealed dish will spoil.,The Sages taught: If one was eating in the sukka, and rain fell, and he descended from the sukka on the roof to eat in his house, one does not burden him to ascend back to the sukka once the rain ceases until after he finishes his meal. Similarly, if one was sleeping under the roofing of the sukka, and rain fell, and he descended to sleep in the house, one does not burden him to ascend back to the sukka once the rain ceases; rather, he may sleep in the house until it becomes light.,A dilemma was raised before the Sages: Is the correct reading of the baraita: Until one awakens sheyeor, spelled with an ayin, and once he awakens he returns to the sukka even in the middle of the night? Or is the correct reading: Until it becomes light sheyeor, spelled with an alef, and he need not return to the sukka until morning? Come and hear a proof that will resolve the matter from a related baraita: One need not return to the sukka until it becomes light sheyeor, spelled with an alef, and dawn arrives. The Gemara asks: Why did the baraita repeat the arrival of light two times (Ritva)? Rather, say instead: Until he awakens sheyeor, spelled with an ayin, and the dawn arrives. Both of the readings are accurate, as until one awakens and it becomes light he may remain in the house.,§ The mishna continues: The Sages told a parable: To what is this matter comparable? It is comparable to a servant who comes to pour wine for his master, and he pours a jug of water in his face. A dilemma was raised before the Sages: Who poured the water in whose face? Come and hear a proof, as it is taught explicitly in a baraita: His master poured a jug of water on his face and said to him: I do not want your service.,Apropos the fact that rain on Sukkot is an indication of divine rebuke, the Gemara cites several related topics. The Sages taught: When the sun is eclipsed it is a bad omen for the entire world. The Gemara tells a parable. To what is this matter comparable? It is comparable to a king of flesh and blood who prepared a feast for his servants and placed a lantern panas before them to illuminate the hall. He became angry at them and said to his servant: Take the lantern from before them and seat them in darkness.,It is taught in a baraita that Rabbi Meir says: When the heavenly lights, i.e., the sun and the moon, are eclipsed, it is a bad omen for the enemies of the Jewish people, which is a euphemism for the Jewish people, because they are experienced in their beatings. Based on past experience, they assume that any calamity that afflicts the world is directed at them. The Gemara suggests a parable: This is similar to a teacher who comes to the school with a strap in his hand. Who worries? The child who is accustomed to be beaten each and every day is the one who worries.,The Sages taught in another baraita: When the sun is eclipsed, it is a bad omen for the other nations. When the moon is eclipsed, it is a bad omen for the enemies of the Jewish people. This is due to the fact that the Jewish people calculate their calendar primarily based on the moon, and the other nations calculate based on the sun. When the sun is eclipsed in the east, it is a bad omen for the residents of the lands of the east. When it is eclipsed in the west, it is a bad omen for the residents of the lands of the west. When it is eclipsed in the middle of the sky, it is a bad omen for the entire world.,If, during an eclipse, the visage of the sun is red like blood, it is an omen that sword, i.e., war, is coming to the world. If the sun is black like sackcloth made of dark goat hair, it is an omen that arrows of hunger are coming to the world, because hunger darkens people’s faces. When it is similar both to this, to blood, and to that, to sackcloth, it is a sign that both sword and arrows of hunger are coming to the world. If it was eclipsed upon its entry, soon after rising, it is an omen that calamity is tarrying to come. If the sun is eclipsed upon its departure at the end of the day, it is an omen that calamity is hastening to come. And some say the matters are reversed: An eclipse in the early morning is an omen that calamity is hastening, while an eclipse in the late afternoon is an omen that calamity is tarrying.,The Sages said: There is no nation that is afflicted whose god is not afflicted with it, as it is stated: “And against all the gods of Egypt I will mete out judgment; I am God” (Exodus 12:12). The Gemara adds: When the Jewish people perform God’s will, they need not fear any of these omens, as it is stated: “Thus says the Lord: Learn not the way of the nations, and be not dismayed at the signs of Heaven; for the nations are dismayed at them” (Jeremiah 10:2). The nations will be dismayed, but the Jewish people will not be dismayed, provided they do not follow the ways of the nations.,The Sages taught that on account of four matters the sun is eclipsed: On account of a president of the court who dies and is not eulogized appropriately, and the eclipse is a type of eulogy by Heaven; on account of a betrothed young woman who screamed in the city that she was being raped and there was no one to rescue her; on account of homosexuality; and on account of two brothers whose blood was spilled as one.,And on account of four matters the heavenly lights are eclipsed: On account of forgers of a fraudulent document pelaster that is intended to discredit others; on account of testifiers of false testimony; on account of raisers of small domesticated animals in Eretz Yisrael in a settled area; and on account of choppers of good, fruit-producing trees.,And on account of four matters the property of homeowners is delivered to the monarchy as punishment: On account of those keepers of paid promissory notes, who keep these documents instead of tearing them or returning them to the borrowers, as that would allow the lender to collect money with the note a second time; and on account of lenders with interest;''. None
82. Diogenes Laertius, Lives of The Philosophers, 3.5, 6.11, 6.36, 6.40, 8.10, 10.119 (3rd cent. CE - 3rd cent. CE)
 Tagged with subjects: • Childhood, see also anatrophe, education • Stoics, see under individual Stoics, esp. Chrysippus, whose views came to be seen already in antiquity as Stoic orthodoxy, so that, conversely, views seen as orthodox tended to be ascribed to him, Better kind not an emotion, but educative epibolē • education • education, Hellenism and • education, philosophical • education, unlearning • education/educational

 Found in books: Damm (2018) 111; Despotis and Lohr (2022) 213, 224, 231; Geljon and Runia (2019) 262; Gray (2021) 92; Malherbe et al (2014) 639; Sorabji (2000) 281, 283; Wolfsdorf (2020) 337; Čulík-Baird (2022) 81

3.5. and that he applied himself to painting and wrote poems, first dithyrambs, afterwards lyric poems and tragedies. He had, they say, a weak voice; this is confirmed by Timotheus the Athenian in his book On Lives. It is stated that Socrates in a dream saw a cygnet on his knees, which all at once put forth plumage, and flew away after uttering a loud sweet note. And the next day Plato was introduced as a pupil, and thereupon he recognized in him the swan of his dream.At first he used to study philosophy in the Academy, and afterwards in the garden at Colonus (as Alexander states in his Successions of Philosophers), as a follower of Heraclitus. Afterwards, when he was about to compete for the prize with a tragedy, he listened to Socrates in front of the theatre of Dionysus, and then consigned his poems to the flames, with the words:Come hither, O fire-god, Plato now has need of thee.
6.11. And he held virtue to be sufficient in itself to ensure happiness, since it needed nothing else except the strength of a Socrates. And he maintained that virtue is an affair of deeds and does not need a store of words or learning; that the wise man is self-sufficing, for all the goods of others are his; that ill repute is a good thing and much the same as pain; that the wise man will be guided in his public acts not by the established laws but by the law of virtue; that he will also marry in order to have children from union with the handsomest women; furthermore that he will not disdain to love, for only the wise man knows who are worthy to be loved.' "
6.36. To Xeniades, who purchased him, he said, Come, see that you obey orders. When he quoted the line,Backward the streams flow to their founts,Diogenes asked, If you had been ill and had purchased a doctor, would you then, instead of obeying him, have said 'Backward the streams flow to their founts'? Some one wanted to study philosophy under him. Diogenes gave him a tunny to carry and told him to follow him. And when for shame the man threw it away and departed, some time after on meeting him he laughed and said, The friendship between you and me was broken by a tunny. The version given by Diocles, however, is as follows. Some one having said to him, Lay your commands upon us, Diogenes, he took him away and gave him a cheese to carry, which cost half an obol. The other declined; whereupon he remarked, The friendship between you and me is broken by a little cheese worth half an obol." "
6.40. When mice crept on to the table he addressed them thus, See now even Diogenes keeps parasites. When Plato styled him a dog, Quite true, he said, for I come back again and again to those who have sold me. As he was leaving the public baths, somebody inquired if many men were bathing. He said, No. But to another who asked if there was a great crowd of bathers, he said, Yes. Plato had defined Man as an animal, biped and featherless, and was applauded. Diogenes plucked a fowl and brought it into the lecture-room with the words, Here is Plato's man. In consequence of which there was added to the definition, having broad nails. To one who asked what was the proper time for lunch, he said, If a rich man, when you will; if a poor man, when you can." "
8.10. He divides man's life into four quarters thus: Twenty years a boy, twenty years a youth, twenty years a young man, twenty years an old man; and these four periods correspond to the four seasons, the boy to spring, the youth to summer, the young man to autumn, and the old man to winter, meaning by youth one not yet grown up and by a young man a man of mature age. According to Timaeus, he was the first to say, Friends have all things in common and Friendship is equality; indeed, his disciples did put all their possessions into one common stock. For five whole years they had to keep silence, merely listening to his discourses without seeing him, until they passed an examination, and thenceforward they were admitted to his house and allowed to see him. They would never use coffins of cypress, because the sceptre of Zeus was made from it, so we are informed by Hermippus in his second book On Pythagoras." '
10.119. Nor, again, will the wise man marry and rear a family: so Epicurus says in the Problems and in the De Natura. Occasionally he may marry owing to special circumstances in his life. Some too will turn aside from their purpose. Nor will he drivel, when drunken: so Epicurus says in the Symposium. Nor will he take part in politics, as is stated in the first book On Life; nor will he make himself a tyrant; nor will he turn Cynic (so the second book On Life tells us); nor will he be a mendicant. But even when he has lost his sight, he will not withdraw himself from life: this is stated in the same book. The wise man will also feel grief, according to Diogenes in the fifth book of his Epilecta.''. None
83. Nag Hammadi, The Gospel of Thomas, 6, 114 (3rd cent. CE - 3rd cent. CE)
 Tagged with subjects: • Education, monastic • Gospel of Thomas, education of individual in • education, Christian origins and • education, Paul and • education, late ancient Christianity and • education, of the individual • education, rhetorical • education, school • education, solitary learning

 Found in books: Damm (2018) 196, 197; Iricinschi et al. (2013) 304, 308

6. His disciples asked him and said to him, "Do you want us to fast? How should we pray? Should we give to charity? What diet should we observe?" Jesus said, "Don\'t lie, and don\'t do what you hate, because all things are disclosed before heaven. After all, there is nothing hidden that will not be revealed, and there is nothing covered up that will remain undisclosed."
114. Simon Peter said to them, "Make Mary leave us, for females don\'t deserve life." Jesus said, "Look, I will guide her to make her male, so that she too may become a living spirit resembling you males. For every female who makes herself male will enter the kingdom of Heaven."''. None
84. Origen, Against Celsus, 1.27, 1.62 (3rd cent. CE - 3rd cent. CE)
 Tagged with subjects: • Educated, erudite • Tatian and Celsus,, education of Christians and • education • education, and power • power, and education

 Found in books: Ayres and Ward (2021) 58; Lampe (2003) 117; Pinheiro et al (2012b) 113; Wilson (2012) 152

1.27. Any one who examines the subject will see that Jesus attempted and successfully accomplished works beyond the reach of human power. For although, from the very beginning, all things opposed the spread of His doctrine in the world, - both the princes of the times, and their chief captains and generals, and all, to speak generally, who were possessed of the smallest influence, and in addition to these, the rulers of the different cities, and the soldiers, and the people - yet it proved victorious, as being the Word of God, the nature of which is such that it cannot be hindered; and becoming more powerful than all such adversaries, it made itself master of the whole of Greece, and a considerable portion of Barbarian lands, and convened countless numbers of souls to His religion. And although, among the multitude of converts to Christianity, the simple and ignorant necessarily outnumbered the more intelligent, as the former class always does the latter, yet Celsus, unwilling to take note of this, thinks that this philanthropic doctrine, which reaches to every soul under the sun, is vulgar, and on account of its vulgarity and its want of reasoning power, obtained a hold only over the ignorant. And yet he himself admits that it was not the simple alone who were led by the doctrine of Jesus to adopt His religion; for he acknowledges that there were among them some persons of moderate intelligence, and gentle disposition, and possessed of understanding, and capable of comprehending allegories. ' "
1.62. And after such statements, showing his ignorance even of the number of the apostles, he proceeds thus: Jesus having gathered around him ten or eleven persons of notorious character, the very wickedest of tax-gatherers and sailors, fled in company with them from place to place, and obtained his living in a shameful and importunate manner. Let us to the best of our power see what truth there is in such a statement. It is manifest to us all who possess the Gospel narratives, which Celsus does not appear even to have read, that Jesus selected twelve apostles, and that of these Matthew alone was a tax-gatherer; that when he calls them indiscriminately sailors, he probably means James and John, because they left their ship and their father Zebedee, and followed Jesus; for Peter and his brother Andrew, who employed a net to gain their necessary subsistence, must be classed not as sailors, but as the Scripture describes them, as fishermen. The Lebes also, who was a follower of Jesus, may have been a tax-gatherer; but he was not of the number of the apostles, except according to a statement in one of the copies of Mark's Gospel. And we have not ascertained the employments of the remaining disciples, by which they earned their livelihood before becoming disciples of Jesus. I assert, therefore, in answer to such statements as the above, that it is clear to all who are able to institute an intelligent and candid examination into the history of the apostles of Jesus, that it was by help of a divine power that these men taught Christianity, and succeeded in leading others to embrace the word of God. For it was not any power of speaking, or any orderly arrangement of their message, according to the arts of Grecian dialectics or rhetoric, which was in them the effective cause of converting their hearers. Nay, I am of opinion that if Jesus had selected some individuals who were wise according to the apprehension of the multitude, and who were fitted both to think and speak so as to please them, and had used such as the ministers of His doctrine, He would most justly have been suspected of employing artifices, like those philosophers who are the leaders of certain sects, and consequently the promise respecting the divinity of His doctrine would not have manifested itself; for had the doctrine and the preaching consisted in the persuasive utterance and arrangement of words, then faith also, like that of the philosophers of the world in their opinions, would have been through the wisdom of men, and not through the power of God. Now, who is there on seeing fishermen and tax-gatherers, who had not acquired even the merest elements of learning (as the Gospel relates of them, and in respect to which Celsus believes that they speak the truth, inasmuch as it is their own ignorance which they record), discoursing boldly not only among the Jews of faith in Jesus, but also preaching Him with success among other nations, would not inquire whence they derived this power of persuasion, as theirs was certainly not the common method followed by the multitude? And who would not say that the promise, Follow Me, and I will make you fishers of men, had been accomplished by Jesus in the history of His apostles by a sort of divine power? And to this also, Paul, referring in terms of commendation, as we have stated a little above, says: And my speech and my preaching was not with enticing words of man's wisdom, but in demonstration of the Spirit and of power; that your faith should not stand in the wisdom of men, but in the power of God. For, according to the predictions in the prophets, foretelling the preaching of the Gospel, the Lord gave the word in great power to them who preached it, even the King of the powers of the Beloved, in order that the prophecy might be fulfilled which said, His words shall run very swiftly. And we see that the voice of the apostles of Jesus has gone forth into all the earth, and their words to the end of the world. On this account are they who hear the word powerfully proclaimed filled with power, which they manifest both by their dispositions and their lives, and by struggling even to death on behalf of the truth; while some are altogether empty, although they profess to believe in God through Jesus, inasmuch as, not possessing any divine power, they have the appearance only of being converted to the word of God. And although I have previously mentioned a Gospel declaration uttered by the Saviour, I shall nevertheless quote it again, as appropriate to the present occasion, as it confirms both the divine manifestation of our Saviour's foreknowledge regarding the preaching of His Gospel, and the power of His word, which without the aid of teachers gains the mastery over those who yield their assent to persuasion accompanied with divine power; and the words of Jesus referred to are, The harvest is plenteous, but the labourers are few; pray therefore to the Lord of the harvest, that He will send forth labourers into His harvest. "'. None
85. Ammianus Marcellinus, History, 22.10.7 (4th cent. CE - 4th cent. CE)
 Tagged with subjects: • education • education, and civilisation • education, and violence • rhetoric, forensic, and education of Christians

 Found in books: Davies (2004) 263; Humfress (2007) 143

22.10.7. For after many other things, he also corrected some of the laws, removing ambiguities, so that they showed clearly what they demanded or forbade to be done. But this one thing was inhumane, and ought to be buried in eternal silence, namely, that he forbade teachers of rhetoric and literature to practise their profession, if they were followers of the Christian religion.''. None
86. Augustine, Confessions, 4.16.28 (4th cent. CE - 5th cent. CE)
 Tagged with subjects: • Athens, educational centre • Augustine, Saint, education of

 Found in books: Marmodoro and Prince (2015) 221; Pollmann and Vessey (2007) 27

4.16.28. 28. And what did it profit me that, when scarce twenty years old, a book of Aristotle's, entitled The Ten Predicaments, fell into my hands - on whose very name I hung as on something great and divine, when my rhetoric master of Carthage, and others who were esteemed learned, referred to it with cheeks swelling with pride - I read it alone and understood it? And on my conferring with others, who said that with the assistance of very able masters - who not only explained it orally, but drew many things in the dust - they scarcely understood it, and could tell me no more about it than I had acquired in reading it by myself alone? And the book appeared to me to speak plainly enough of substances, such as man is, and of their qualities, - such as the figure of a man, of what kind it is; and his stature, how many feet high; and his relationship, whose brother he is; or where placed, or when born; or whether he stands or sits, or is shod or armed, or does or suffers anything; and whatever innumerable things might be classed under these nine categories, - of which I have given some examples - or under that chief category of substance. 29. What did all this profit me, seeing it even hindered me, when, imagining that whatsoever existed was comprehended in those ten categories, I tried so to understand, O my God, Your wonderful and unchangeable unity as if Thou also had been subjected to Your own greatness or beauty, so that they should exist in You as their subject, like as in bodies, whereas You Yourself art Your greatness and beauty? But a body is not great or fair because it is a body, seeing that, though it were less great or fair, it should nevertheless be a body. But that which I had conceived of You was falsehood, not truth - fictions of my misery, not the supports of Your blessedness. For You had commanded, and it was done in me, that the earth should bring forth briars and thorns to me, Isaiah 32:13 and that with labour I should get my bread. Genesis 3:19 30. And what did it profit me that I, the base slave of vile affections, read unaided, and understood, all the books that I could get of the so-called liberal arts? And I took delight in them, but knew not whence came whatever in them was true and certain. For my back then was to the light, and my face towards the things enlightened; whence my face, with which I discerned the things enlightened, was not itself enlightened. Whatever was written either on rhetoric or logic, geometry, music, or arithmetic, did I, without any great difficulty, and without the teaching of any man, understand, as You know, O Lord my God, because both quickness of comprehension and acuteness of perception are Your gifts. Yet did I not thereupon sacrifice to You. So, then, it served not to my use, but rather to my destruction, since I went about to get so good a portion of my substance Luke 15:12 into my own power; and I kept not my strength for You, but went away from You into a far country, to waste it upon harlotries. Luke 15:13 For what did good abilities profit me, if I did not employ them to good uses? For I did not perceive that those arts were acquired with great difficulty, even by the studious and those gifted with genius, until I endeavoured to explain them to such; and he was the most proficient in them who followed my explanations not too slowly. 31. But what did this profit me, supposing that Thou, O Lord God, the Truth, were a bright and vast body, and I a piece of that body? Perverseness too great! But such was I. Nor do I blush, O my God, to confess to You Your mercies towards me, and to call upon You - I, who blushed not then to avow before men my blasphemies, and to bark against You. What profited me then my nimble wit in those sciences and all those knotty volumes, disentangled by me without help from a human master, seeing that I erred so odiously, and with such sacrilegious baseness, in the doctrine of piety? Or what impediment was it to Your little ones to have a far slower wit, seeing that they departed not far from You, that in the nest of Your Church they might safely become fledged, and nourish the wings of charity by the food of a sound faith? O Lord our God, under the shadow of Your wings let us hope, defend us, and carry us. You will carry us both when little, and even to grey hairs will You carry us; Isaiah 46:4 for our firmness, when it is Thou, then is it firmness; but when it is our own, then it is infirmity. Our good lives always with You, from which when we are averted we are perverted. Let us now, O Lord, return, that we be not overturned, because with You our good lives without any eclipse, which good You Yourself art. And we need not fear lest we should find no place unto which to return because we fell away from it; for when we were absent, our home - Your Eternity - fell not. <"". None
87. Augustine, On Christian Doctrine, 4.2.3 (4th cent. CE - 5th cent. CE)
 Tagged with subjects: • Education • rhetoric, forensic, and education of Christians

 Found in books: Humfress (2007) 144; Rohmann (2016) 223

4.2.3. 3. Now, the art of rhetoric being available for the enforcing either of truth or falsehood, who will dare to say that truth in the person of its defenders is to take its stand unarmed against falsehood? For example, that those who are trying to persuade men of what is false are to know how to introduce their subject, so as to put the hearer into a friendly, or attentive, or teachable frame of mind, while the defenders of the truth shall be ignorant of that art? That the former are to tell their falsehoods briefly, clearly, and plausibly, while the latter shall tell the truth in such a way that it is tedious to listen to, hard to understand, and, in fine, not easy to believe it? That the former are to oppose the truth and defend falshood with sophistical arguments, while the latter shall be unable either to defend what it true, or to refute what is false? That the former, while imbuing the minds of their hearers with erroneous opinions, are by their power of speech to awe, to melt, to enliven, and to rouse them, while the latter shall in defense of the truth be sluggish, and frigid, and somnolent? Who is such a fool as to think this wisdom? Since, then, the faculty of eloquence is available for both sides, and is of very great service in the enforcing either of wrong or right, why do not good men study to engage it on the side of truth, when bad men use it to obtain the triumph of wicked and worthless causes, and to further injustice and error? ''. None
88. None, None, nan (4th cent. CE - 5th cent. CE)
 Tagged with subjects: • Educated, erudite • authentic versus copy, and education • painting, in Roman education

 Found in books: Lampe (2003) 280; Rutledge (2012) 84

89. None, None, nan (4th cent. CE - 4th cent. CE)
 Tagged with subjects: • Roman era, Hellenic perspectives, music education • education • education (music), Roman • lyres/lyrody/citharas/citharists, and Roman education

 Found in books: Cosgrove (2022) 184; Mitchell and Pilhofer (2019) 127

90. None, None, nan (4th cent. CE - 4th cent. CE)
 Tagged with subjects: • Education

 Found in books: Czajkowski et al (2020) 467; Rohmann (2016) 211

91. None, None, nan (5th cent. CE - 5th cent. CE)
 Tagged with subjects: • Education

 Found in books: Czajkowski et al (2020) 369; Rohmann (2016) 55

92. None, None, nan (5th cent. CE - 5th cent. CE)
 Tagged with subjects: • Education • classical education • rhetoric, forensic, and education of Christians

 Found in books: Humfress (2007) 143; Rohmann (2016) 220; van , t Westeinde (2021) 115, 225

93. Aeschines, Or., 1.173
 Tagged with subjects: • Education • Sparta, education system

 Found in books: Hesk (2000) 35; Michalopoulos et al. (2021) 46, 50

1.173. Did you put to death Socrates the sophist, fellow citizens, because he was shown to have been the teacher of Critias, one of the Thirty who put down the democracy, and after that, shall Demosthenes succeed in snatching companions of his own out of your hands, Demosthenes, who takes such vengeance on private citizens and friends of the people for their freedom of speech? At his invitation some of his pupils are here in court to listen to him. For with an eye to business at your expense,Success in this case will increase Demosthenes' reputation, and bring him more pupils and tuition fees. he promises them, as I understand, that he will juggle the issue and cheat your ears, and you will never know it; "". None
94. Anon., Letter of Aristeas, 144
 Tagged with subjects: • Author, of 2 maccabees, Educational Purpose • education (paideia)

 Found in books: Schwartz (2008) 287; Stavrianopoulou (2013) 216

144. points and explain them to you. For you must not fall into the degrading idea that it was out of regard to mice and weasels and other such things that Moses drew up his laws with such exceeding care. All these ordices were made for the sake of righteousness to aid the quest for virtue and''. None
95. Strabo, Geography, 1.4.9, 17.1.8
 Tagged with subjects: • Educated, erudite • education • education, Homer in • paideia/Greek education

 Found in books: Finkelberg (2019) 347; Gruen (2020) 34; Lampe (2003) 279; Niehoff (2011) 91

1.4.9. At the close of the book Eratosthenes blames the system of those who would divide all mankind into Greeks and Barbarians, and likewise those who recommended Alexander to treat the Greeks as friends, but the Barbarians as enemies. He suggests, as a better course, to distinguish them according to their virtues and their vices, since amongst the Greeks there are many worthless characters, and many highly civilized are to be found amongst the Barbarians; witness the Indians and Ariani, or still better the Romans and Carthaginians, whose political system is so beautifully perfect. Alexander, considering this, disregarded the advice which had been offered him, and patronized without distinction any man he considered to be deserving. But we would inquire whether those men who thus divided the human race, abandoning one portion to contempt, and exalting to dignity the other, were not actuated to this because they found that on one side justice, knowledge, and the force of reason reigned supreme, but their contraries on the other. Alexander did not disregard the advice tendered him, but gladly embraced and followed it, respecting the wisdom of those who gave it; and so far from taking the opposite course, he closely pursued that which they pointed out.' "
17.1.8. The shape of the site of the city is that of a chlamys or military cloak. The sides, which determine the length, are surrounded by water, and are about thirty stadia in extent; but the isthmuses, which determine the breadth of the sides, are each of seven or eight stadia, bounded on one side by the sea, and on the other by the lake. The whole city is intersected by roads for the passage of horsemen and chariots. Two of these are very broad, exceeding a plethrum in breadth, and cut one another at right angles. It contains also very beautiful public grounds and royal palaces, which occupy a fourth or even a third part of its whole extent. For as each of the kings was desirous of adding some embellishment to the places dedicated to the public use, so, besides the buildings already existing, each of them erected a building at his own expense; hence the expression of the poet may be here applied, one after the other springs. All the buildings are connected with one another and with the harbour, and those also which are beyond it.The Museum is a part of the palaces. It has a public walk and a place furnished with seats, and a large hall, in which the men of learning, who belong to the Museum, take their common meal. This community possesses also property in common; and a priest, formerly appointed by the kings, but at present by Caesar, presides over the Museum.A part belonging to the palaces consists of that called Sema, an enclosure, which contained the tombs of the kings and that of Alexander (the Great). For Ptolemy the son of Lagus took away the body of Alexander from Perdiccas, as he was conveying it down from Babylon; for Perdiccas had turned out of his road towards Egypt, incited by ambition and a desire of making himself master of the country. When Ptolemy had attacked and made him prisoner, he intended to spare his life and confine him in a desert island, but he met with a miserable end at the hand of his own soldiers, who rushed upon and despatched him by transfixing him with the long Macedonian spears. The kings who were with him, Aridaeus, and the children of Alexander, and Roxana his wife, departed to Macedonia. Ptolemy carried away the body of Alexander, and deposited it at Alexandreia in the place where it now lies; not indeed in the same coffin, for the present one is of hyalus (alabaster ?) whereas Ptolemy had deposited it in one of gold: it was plundered by Ptolemy surnamed Cocce's son and Pareisactus, who came from Syria and was quickly deposed, so that his plunder was of no service to him."'. None
96. None, None, nan
 Tagged with subjects: • museum, as an educational institution • rhetorical education, Juvenal’s evidenced

 Found in books: Keane (2015) 129; Rutledge (2012) 27

97. None, None, nan
 Tagged with subjects: • Dyrrhachium, education athletic • education (music), Hellenistic

 Found in books: Borg (2008) 215; Cosgrove (2022) 110

98. None, None, nan
 Tagged with subjects: • Education • educational migration

 Found in books: Czajkowski et al (2020) 386; Tacoma (2016) 39

99. None, None, nan
 Tagged with subjects: • Dyrrhachium, education athletic • men, education of

 Found in books: Borg (2008) 208; Kalinowski (2021) 323

100. None, None, nan
 Tagged with subjects: • Education, • rhetorical education vi,

 Found in books: Amendola (2022) 41, 46; Blumell (2012) 192

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