The teacher’s example.
397. Since the value of precepts depends on the personal influence of the instructor, it is clear that his example will be of the greatest importance, and we may first ask what the discipline is to which he himself submits. Here the Cynic teacher seems to have the advantage, for he lives in the sight of all men; and the Indian, who allows himself to be scorched or burnt to show his contempt for pain, makes a still more forcible appeal[11]. The Stoic does not parade himself in this fashion, but neither does he lock the door of his private life against any who wish to examine it[12]. In the early morning he shakes off sleep, rousing himself to do the day’s work of a man[13]. Having clothed himself, he turns his mind towards his Maker, and sings his praises; he resolves during the coming day to cooperate in his purposes, and to bear cheerfully any burden that may be placed upon him[14]. He will then give a short time to gymnastic exercises for the good of his health[15]; after which, if his strength allows it, he will take, winter or summer, a plunge into the cold bath[16]; next comes the slightest of meals[17]; then a short nap or reverie[18]. From this he is aroused by the stir around him, and he then applies himself to the day’s studies, being careful to alternate reading and writing, so that his mind may be neither exhausted by the latter nor relaxed by the former[19]. Later on he will consider his practical duties towards his relatives, his friends, and society in general. He will order his household and settle the disputes of his dependents. He will visit his friends, saying a word here and there in season[20], but not (like the Cynics) to all and sundry[21]. He will encourage those who are making progress in virtue, and sharply warn those who are in danger of a fall[22]. He advises a young mother to nurse her child at her own breast; and when he meets with objections, points out the wisdom and propriety of obeying the prescriptions of nature[23]. Returning home, he will again enjoy some slight bodily exercise, joining perhaps in a game of ball; his thoughts however will not always turn on success in the game, but he will consider how many principles in physics and ethics may be illustrated by it[24]. Now that evening comes on, he sits down to a meal (not over-elaborate) in the company of one or two favourite pupils[25]. Afterwards comes the temptation to burn the midnight oil in gathering seeds of wisdom for the morrow from the well-thumbed manuscript of Cleanthes or, it may be, of Epicurus[26]. Retiring to his chamber, he will examine his conscience, review the events of the past day, and be at peace with himself before he sleeps[27].
The child’s life.
398. With the training of children the Stoic teacher is perhaps not altogether familiar, but he knows its importance[28]; it must be based on simplicity and austerity, for just at this time indulgence and luxury are most dangerous stimulants to the passions[29]. The child must learn to eat and drink in a mannerly way[30], to refrain from loud talking and laughing[31], to express himself in respectful and graceful words[32]. He must be taught to do right before he can understand the reason why[33], or else by doing wrong he will make it difficult for himself afterwards to do right; he must be ruled until he can rule himself[34]. For this reason we give children proverbs (sententiae) or anecdotes (χρεῖαι) to write out and learn, such as ‘honesty is the best policy’ or ‘Socrates being asked of what city he was ...’; and these short pithy sayings sink deep[35]. But in the school life of children no attempt must be made to grapple with the real problems of life, because these are too hard for them, though parents often forget this objection[36]. Games and amusements may be permitted; for though in discussions on high principle the Stoics may be entirely opposed to ‘relaxation of soul[37],’ yet in practical life they freely admit its importance[38]. All dealings with children should be gentle; the discipline of the rod has long ago been abandoned by all sensible parents and teachers[39].
Harm of soft living.
399. Soft living is at all ages to be avoided[40]. It is in these days a danger to the bodily health; for when a man is accustomed to be protected from a draught by glass windows, to have his feet kept warm by foot-warmers constantly renewed, and his dining-room kept at an even temperature by hot air, the slightest breeze may put him in danger of his life[41]. Those who envy men who ‘live softly’ forget that their character becomes soft thereby[42]. In particular clothing should not be such as altogether to protect the body from heat in summer, and from cold in winter. It is better to wear one shirt than two, best still to have only a coat. Then again, if you can bear it, it is better to go without shoes; for after all to be shod is not very different from being fettered, and runners do not use shoes[43]. So also avoid luxurious furniture; of what use is it that couches, tables and beds should be made of costly woods, and adorned with silver and gold? We eat, drink, and sleep better without these things. In all these matters the Spartans set us a good example; for while disease injures the body only, luxury corrupts both body and soul[44].
Training of girls.
400. Boys and girls must be educated alike. This nature teaches us, for we train colts and puppies without any regard for the difference of sex. The true education of children is in the practice of the virtues, and these are the same for men and for women. Women need Wisdom to understand the ordering of a household, Justice to control the servants, Soberness that they may be modest and unselfish. But they also need Courage; in spite of the name ‘manliness’ (ἀνδρεία), this is not a virtue reserved for men. Without it women may be led by threats into immodest acts. Females of all kinds fight to defend their young; the Amazons too were good fighters, and it is only for want of practice that women cannot do the same to-day. That men, being the stronger, should do the heavier work, and women the lighter, is an arrangement which is often convenient, but circumstances may require the contrary. Girls at any rate must learn equally with boys to bear suffering, not to fear death, not to be in low spirits about anything that happens; to avoid grasping habits, to love equality and benevolence, and to do no harm to man or woman[45].
Obedience to parents.