[554]. Plut. de Lib. Educ. § 7. The Athenians sought to create a high idea of this class of persons by annually offering sacrifice to Connidas, the reputed pædagogue of Theseus.—Plut. Thes. § 4.
[555]. Cram. de Educ. Puer. ap. Athen. p. 12.
[556]. Athen. xiii. 61. 63.
[557]. Plaut. Bacchid. Act iii. Sc. 3.
[558]. Amor. §. 44.
[559]. Diog. Laert. Vit. Diog. vi. ii. 4. sqq. with the observation of Menage, t. ii. p. 138.
[560]. I may say with Herault de Sechelle “Apprendre par cœur; ce mot me plait. Il n’y a guère en effet que le cœur, qui retienne bien, et qui retienne vîte.”—Voyage à Montbar, &c. p. 77.
[561]. Cf. Luc. Amor. § 44. Καὶ χλανίδα ταῖς ἐπωμίαις περόναις συῤῥάψας ἀπὸ τῆς πατρῴας ἑστίας ἐξέρχεται κάτω κεκυφὼς, καὶ μηδένα τῶν ἀπαντών τῶν ἐξ ἐναντίου προσβλέπων. In his exhortation to Demonicos, Isocrates has thrown together numerous precepts which almost constitute a code of morals and politeness. They are far superior to Lord Chesterfield’s even where the Graces only are recommended; and have the advantage of almost always subjoining the reason to the rule.
[562]. Cf. Dion. Chrysost[Chrysost]. ii. p. 261; i. 299.
[563]. Opp. t. i. p. 118. The influence of imitation over the gesture, voice, and thoughts of youth is forcibly pointed out in the Republic.—t. vi. p. 124.