The Greek View of Life

by G. Lowes Dickinson

We once were young and brave and strong;

The young men answered them, singing;

And we're so now, come on and try:

The children came last and said:

But we'll be strongest by and bye.

Indeed if we will take the pains to consider their compositions, and the airs on the flute to which they marched when going to battle, we shall find that Terpander and Pindar had reason to say that music and valour were allied." [Footnote: Plutarch, Lycurgus, ch. 21.—Clough's ed.]

The way of regarding music which is illustrated in this passage, and in all that is said on the subject by Greek writers, is so typical of the whole point of view of the Greeks, that we may be pardoned for insisting once again on the attitude of mind which it implies. Music, as we saw, had an ethical value to the Greeks; but that is not to say that they put the ethics first, and the music second, using the one as a mere tool of the other. Rather an ethical state of mind was also, in their view, a musical one. In a sense something more than metaphorical, virtue was a harmony of the soul. The musical end was thus identical with the ethical one. The most beautiful music was also the morally best, and vice versa; virtue was not prior to beauty, nor beauty to virtue; they were two aspects of the same reality, two ways of regarding a single fact; and if aesthetic effects were supposed to be amenable to ethical judgment, it was only because ethical judgments at bottom were aesthetic. The "good" and the "beautiful" were one and the same thing; that is the first and last word of the Greek ideal.

And while thus, on the one hand, virtue was invested with the spontaneity and delight of art, on the other, art derived from its association with ethics emotional precision. In modern times the end of music is commonly conceived to be simply and without more ado the excitement of feeling. Its value is measured by the intensity rather than the quality of the emotion which it is capable of arousing; and the auditor abandons himself to a casual succession of highly wrought moods as bewildering in the actual experience as it is exhausting in the after-effects. In Greek music, on the other hand, if we may trust our accounts, while the intensity of the feeling excited must have been far less than that which it is in the power of modern instrumentation to evoke, its character was perfectly simple and definite. Melody, rhythm, gesture and words, were all consciously adapted to the production of a single precisely conceived emotional effect; the listener was in a position clearly to understand and appraise the value of the mood excited in him; instead of being exhausted and confused by a chaos of vague and conflicting emotion he had the sense of relief which accompanies the deliverance of a definite passion, and returned to his ordinary business "purged", as they said, and tranquillised, by a process which he understood, directed to an end of which he approved.

Section 5. Poetry.

If now, as we have seen, in the plastic arts, and in an art which appears to us so pure as music, the Greeks perceived and valued, along with the immediate pleasure of beauty, a definite ethical character and bent, much more was this the case with poetry, whose material is conceptions and ideas. The works of the poets, and especially of Homer, were in fact to the Greeks all that moral treatises are to us; or rather, instead of learning their lessons in abstract terms, they learnt them out of the concrete representation of life. Poetry was the basis of their education, the guide and commentary of their practice, the inspiration of their speculative thought. If they have a proposition to advance, they must back it by a citation: if they have a counsel to offer, they must prop it with a verse. Not only for delight, but for inspiration, warning and example, they were steeped from childhood onwards in an ocean of melodious discourse; their national epics were to them what the Bible was to the Puritans; and for every conjunction of fortune, for every issue of home or state, they found therein a text to prompt or reinforce their decision. Of this importance of poetry in the life of ancient Greece, and generally of the importance of music and art, the following passage from Plato is a striking illustration: "When the boy has learned his letters and is beginning to understand what is written, as before he understood only what was spoken, they put into his hands the works of great poets, which he reads at school; in these are contained many admonitions, and many tales, and praises, and encomia of ancient famous men, which he is required to learn by heart, in order that he may imitate or emulate them and desire to become like them. Then again the teachers of the lyre take similar care that their young disciple is temperate and gets into no mischief; and when they have taught him the use of the lyre, they introduce him to the poems of other excellent poets, who are the lyric poets; and these they set to music and make their harmonies and rhythms quite familiar to the children's souls, in order that they may learn to be more gentle and harmonious and rhythmical, and so more fitted for speech and action; for the life of man in every part has need of harmony and rhythm," [Footnote: Plato Prot. 325c.—Translated by Jowett.]