This obligation to cease from idle talk may be called an essential condition for all culture and learning; with it men must begin if they wish to comprehend the thoughts of others and relinquish their own ideas. We are in the habit of saying that the understanding is cultivated through questioning, objecting and replying, &c., but, in fact, it is not thus formed, but made from without. What is inward in man is by culture got at and developed; hence though he remains silent, he is none the poorer in thought or denser of mind. He rather acquires thereby the power of apprehension, and comes to know that his ideas and objections are valueless; and as he learns that such ideas are valueless, he ceases to have them. Now the fact that in Pythagoras there is a separation between those in the course of preparation and those initiated, as also that silence is particularly enjoined, seems most certainly to indicate that in his brotherhood both were formal elements and not merely as present in the nature of things, as might occur spontaneously in the individual without any special law or the application of any particular consideration. But here it is important to remark that Pythagoras may be regarded as the first instructor in Greece who introduced the teachings of science; neither Thales, who was earlier than he, nor his contemporary Anaximander taught scientifically, but only imparted their ideas to their friends. There were, generally speaking, no sciences at that time; there was neither a science of philosophy, mathematics, jurisprudence or anything else, but merely isolated propositions and facts respecting these subjects. What was taught was the use of arms, theorems, music, the singing of Homer’s or Hesiod’s songs, tripod chants, &c., or other arts. This teaching is accomplished in quite another way. Now if we said that Pythagoras had introduced the teaching of science amongst a people who, though like the Greeks, untaught therein, were not stupid but most lively, cultured and loquacious, the external conditions of such teaching might in so far be given as follows:—(_α_) He would distinguish amongst those who as yet had no idea of the process of learning a science, so that those who first began should be excluded from that which was to be imparted to those further on; and (_β_) he would make them leave the unscientific mode of speaking of such matters, or their idle prattle, alone, and for the first time study science. But the fact that this action both appeared to be formal and likewise required to be made such, was, on account of its unwonted character, a necessary one, just because the followers of Pythagoras were not only numerous, necessitating a definite form and order, but also, generally speaking, they lived continually together. Thus a particular form was natural to Pythagoras, because it was the very first time that a teacher in Greece arrived at a totality, or a new principle, through the cultivation of the intelligence, mind and will.