GRECiAN EDrCAXroX. IH-) 



point de proces pour un sujet fiivole, ou ties recriminations obstinees peuvent cau- 

 ser ta ruine. Tu iras a I'Academie, te promener sous I'ombrage des oliviers sacres, 

 una couronne de joncs en fleur sur la tete, avec un sage ami de ton age ; au sein 

 d'un heureux loisir, tu jouiras de la douce aJeur qu'exhalent le smilax et le feuil- 

 lage du peuplior blanc, aux beaux jours du printemps, lorsque le platane et I'or- 

 meau confbndent leur murmure. 



Si tu fais ce que je dis, et que tu suives raes maximes, tu auras toujours la 

 poitrine robuste, le teint frais, les epaules larges, la langue court, les fesses char- 

 nues, et le reste petit. Mais si tu t'abandonnes aux mceurs du jour, tu auras bientot 

 le teint pale, les epaules etroites, la poitrine resserree, la langue longue, les fesses 

 greles, le reste grand, et I'esprit de chicane. L'autre te I'era trouver honnete tout 

 ce qui est honteux, honteux ce qui est honnete, et enfin tu te couvriras d'infamie, 

 comme Antimachus. 



The difterence between an earlier period of simplicity and virtue and 

 one of luxury and licentiousness is here clearly shown. 



Amongst those whose educational views have come down to us fron^ 

 this people, Socrates occupies a very prominent place. Devoted to the 

 accfuisition and diffusion of truth, such as he regarded important to the 

 well-being of man, avoiding the speculative for the practical, and the 

 scientific for the moral, his whole life was devoted to the cultivation of 

 the human mind by the peculiar method which he adopted. A spiritual 

 accoucheur of great skill, he aided many in the production of truth, the 

 generation of which was of lasting advantage to them. The memora- 

 bilia of Xenophon and the dialogues of Plato are full of proofs of the 

 power of this man in detecting sophistry, in exposing error, and leading 

 gradually, by a plan deservedly Socratic, to the the discovery of truth 

 the most important in the sphere of human investigation. 



Says Professor H. I. Smith, in his History of Education, "The pecu- 

 liar mode of his teaching presents itself under a twofold aspect. In the 

 first place, it was, undoubtedly, antagonistic, subversive, or polemical in 

 its tendency. But in this tendency it was directed against the absurdi- 

 ties, the self-conceit, the selfish policy of the sophists, whom he com- 

 pletely unmasked, by treating them with that happy irony, which is 

 from him called the Socratic. The positive direction of his pedagogic 

 philosophy induced him to select his pupils, but to avoid establishing a 

 school or sect of his own. Athens was not, at that time, the place for 

 a Pythagorean Consociation ; yet, in so far, the ancient customs still pre- 

 vailed, that pupils congregated about their teacher, to learn from him 

 both in doctrine and practice. Such followers were his three most dis- 

 tinguished pupils, Xenophon, Plato, and Aeschines, all of whom wrote 

 concerning him, and in the spirit which they had imbibed in their inti- 

 mate intercourse with him. A compensation Socrates accepted from 

 none of his pupils, although such as were rich, for example Crito cheer- 

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