Schools of Gaul in the last century of the Western Empire : $b A study of pagan and Christian education in the last century of the Western empire — John Shaqi
Schools of Gaul in the last century of the Western Empire : $b A study of pagan and Christian education in the last century of the Western empireHaarhoff, T. J. (Theodore Johannes)
History
Schools of Gaul in the last century of the Western Empire : $b A study of pagan and Christian education in the last century of the Western empire
Haarhoff, T. J. (Theodore Johannes)
Education, Ancient -- France; Gaul -- History -- 58 B.C.-511 A.D.
His first chapter[448] deals with fables. They are widely and frequently
used by teachers to point a lesson (ἐκ παραινέσεως), e.g. the story of
the ants and the cicadas. He proceeds to expound the treatment of the
subject, and deals first with narration (διήγημα), of which there are
three kinds: (1) _poetic_ (δραματικόν), which has to do with fictitious
subjects; (2) _historic_, which has to do with the past; and (3) _civil_,
dealing with controversial cases. In every narration, again, there are
six elements: agent, act, time, place, manner, cause; and the four
virtues of narration are: clearness, brevity, probability (πιθανότης),
and purity of language (ἑλληνισμός). The example given, telling why the
rose is red, has at least the virtues of brevity and clearness. It may be
noticed that Quintilian assigns _narrationes poeticas_ to the grammarian
and _narrationes historicas_ to the rhetor.[449]
Of the collection of fables made by Aphthonius some were apparently
written by himself. These are rather less pointed than those of Aesop,
and more directly applied to school conditions. Such is the story of the
goose and the swan.
‘A rich man kept a goose and a swan, but not for the same purpose: for
the former he kept for his table, and the latter for the sake of its
singing. When the time came for the goose to be killed (which was his
proper end), the man, not being able to distinguish the one from the
other in the darkness of night, took the swan instead of the goose: but
by singing the swan showed his nature, whereupon by the sweetness of his
song he escaped death.’
The general moral is that music provides respite from death, and the
particular application, that boys should love eloquence. Similarly, in
the story of the provident ant it is pointed out that laziness in youth
means distress in old age (οὕτως νεότης πονεῖν οὐκ ἐθέλονσα, παρὰ τὸ
γῆρας κακοπραγεῖ).
Some very familiar fables are included in Aphthonius’s collection: the
crow and the cheese, the ass and the lion’s skin, the sick lion, &c.
These were taken over from Aesop and are found, polished and versified,
in Avienus.
Public-domain text, read in full here on John Shaqi.
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