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Cicero's Attitude to the Greeks1

Published online by Cambridge University Press:  05 January 2009

Extract

Cicero's grandfather is credited with the observation that the better a Roman knew Greek the bigger a scoundrel he was. Nevertheless one of his sons, Lucius, belonged to a circle that knew quite a lot of Greek and another, Marcus, certainly gave his own children a Greek education. Marcus, the father of the orator, seems to have shared the prevailing view that one had either a Greek education or none at all. Indeed, in 92, when Cicero was fourteen years old, the newly established Roman schools of rhetoric were closed down by the censors Crassus and Domitius, Crassus' reason, according to Cicero, being that the Roman schools were a travesty of their Greek exemplars: ‘nam apud Graecos, cuicui modi essent, uidebam tamen esse praeter hanc exercitationem linguae doctrinam aliquam et humanitate dignam scientiam, hos uero nouos magistros nihil intellegebam posse docere, nisi ut auderent.’ Amongst these schools was that of L. Plotius Gallus, who seems before the closure to have attracted a fair number of pupils.

Type
Research Article
Copyright
Copyright © The Classical Association 1962

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References

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page 145 note 7 The fallacia of Greek officiate had already been castigated by the Greek Polybios, who tells us (vi. 56. 13; cf. 38. 4) that not even ten seals and twenty witnesses could guarantee the proper administration of a single talent.

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page 151 note 2 Archias was a client of Pompey's rival Lucullus; perhaps Cicero, disappointed by Pompey's coolness, meant to assert himself a little.

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page 155 note 2 viii. 56. 5.

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page 155 note 4 Ibid. ii. 6; cf. Div. ii. 5Google Scholar, ‘magnificum illud etiam Romanisque hominibus gloriosum, ut Graecis de philosophia litteris non egeant’. Without actually saying so Cicero suggests that any Roman debt to Greece is hereby cancelled.

page 155 note 5 Tusc. ii. 26.Google Scholar

page 155 note 6 Ibid. iv. 1–5; Rep. ii. 28.

page 155 note 7 Tusc. iv. 56.Google Scholar

page 156 note 1 There is the same assumption, expressed more strongly, in Off. ii. 5Google Scholar: ‘maximis igitur in malis hoc tamen boni assecuti uidemur ut ea litteris mandaremus, quae nee erant satis nota nostris et erant cognitione dignissima’; cf. Div. ii. 1; N.D. 1.7, 91; Off. i. 1.

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page 156 note 4 Ibid. iii. 5; cf. iii. 15, passim.

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page 157 note 1 Fin. i. 8.Google Scholar

page 157 note 2 Here the comparison with South Africa is instructive. It has been vividly drawn by ProfessorHaarhoff, T. J. in The Stranger at the Gate (Oxford, 1048).Google Scholar The Afrikaner has gained political mastery and linguistic parity, but he is still fighting for his culture.

page 158 note 1 It goes without saying that Cicero, like his father and, probably, his grand-father, gave his son a Greek education. Nor is it astonishing if the African who publicly disparages the European also takes care to send his children to a school with a high proportion of European teachers. If he can afford it he sends them to Europe.

page 159 note 1 Ep. ii. 1. 156 f.Google Scholar

page 159 note 2 De Or. ii. 154–5Google Scholar is of course, much truer to Scipio than Rep. i. 36.Google Scholar

page 159 note 3 Lucr. i. 66 ff.

page 159 note 4 Tusc. i. 7Google Scholar; cf. iv. 7.

page 159 note 5 It is the greater pity that for hundreds of years, Arabic translations apart, the Greek philosophers were known to Europe mainly through Cicero. They made their impact partly because their vitality survived interpretation, partly because their interpreter's narrower vision was still wide enough to take in a good deal of them.