The teachings of Anaxagoras were destined to attain to wide-spread power over the Grecian mind. As auguries, omens, and prodigies exercised a great influence on the public affairs of Greece, a philosophical explanation of natural phenomena had a tendency to diminish respect for the popular religion in the eyes of the multitude, and to leave the minds of rulers and statesmen open to the influences of reason, and to the rejection of the follies of superstition. The doctrines taught by Anaxagoras were the commencement of the contest between the old philosophy and the new; and the varying phases of the struggle appear throughout all subsequent Grecian history.
THE SOPHISTS.
In the fifth century there sprang up in Greece a set of teachers who traveled about from city to city, giving instruction (for money) in philosophy and rhetoric; under which heads were included political and moral education. These men were called "Sophists" (a term early applied to wise men, such as the seven sages), and though they did not form a sect or school, they resembled one another in many respects, exerting an important, and, barring their skeptical tendencies, a healthful influence in the formation of character. Among the most eminent of these teachers were Protag'oras of Abde'ra, Gor'gias of Leontini, and Prod'icus of Ce'os. That great philosopher of a later age, Plato, while condemning the superficiality of their philosophy, characterized these men as important and respectable thinkers; but their successors, by their ignorance, brought reproach upon their calling, and, in the time of Socrates, the Sophists—so-called—had lost their influence and had fallen into contempt. "Before Plato had composed his later Dialogues," says MAHAFFY, "they had become too insignificant to merit refutation; and in the following generation they completely disappear as a class." This author thus proceeds to give the causes of their fall:
"It is, of course, to be attributed not only to the opposition of Socrates at Athens, but to the subdivision of the profession of education. Its most popular and prominent branch—that of Rhetoric—was taken up by special men, like the orator An'tiphon, and developed into a strictly defined science. The Philosophy which they had touched without sounding its depths was taken up by the Socratic schools, and made the rule and practice of a life. The Politics which they had taught were found too general; nor were these wandering men, without fixed home, or familiarity with the intricacies of special constitutions, likely to give practical lessons to Greece citizens in the art of state-craft. Thus they disappear almost as rapidly as they rose—a sudden phase of spiritual awakening in Greece, like the Encyclopædists of the French." [Footnote: "History of Classical Greek literature," vol. ii., p. 63.]
SOCRATES.
The greatest teacher of this age was Socrates, who was born near Athens in 469 B.C. His father was a sculptor, and the son for some time practiced the same profession at Athens, meanwhile aspiring toward higher things, and pursuing the study of philosophy under Anaxagoras and others. He served his country in the field in the severe struggle between Sparta and Athens, where he was distinguished for his bravery and endurance; and when upward of sixty years of age he was chosen to represent his district in the Senate of Five Hundred. Here, and under the subsequent tyranny, his integrity remained unshaken; and his boldness in denouncing the cruelties of the Thirty Tyrants nearly cost him his life. As a teacher, Socrates assumed the character of a moral philosopher, and he seized every occasion to communicate moral wisdom to his fellow-citizens. Although often classed with the Sophists, and unjustly selected by Aristophanes as their representative, the whole spirit of his teachings was directly opposed to that class. Says MAHAFFY, "The Sophists were brilliant and superficial, he was homely and thorough; they rested in skepticism, he advanced through it to deeper and sounder faith; they were wandering and irresponsible, he was fixed at Athens, and showed forth by his life the doctrines he preached." GROTE, however, while denying that the Sophists were intellectual and moral corrupters, as generally charged, also denies that the reputation of Socrates properly rests upon his having rescued the Athenian mind from their influences. He admires Socrates for "combining with the qualities of a good man a force of character and an originality of speculation as well as of method, and a power of intellectually working on others, generically different from that of any professional teacher, without parallel either among contemporaries or successors." [Footnote: "History of Greece," Chap. lxviii.]
Socrates taught without fee or reward, and communicated his instructions freely to high and low, rich and poor. His chief method of instruction was derived from the style of Zeno, of the Eleatic school, and consisted of attacking the opinions of his opponents and pulling them to pieces by a series of questions and answers. [Footnote: A fine example of the Socratic mode of disputation may be seen In "Alciphron; or, the Minute Philosopher," by George Berkeley, D.D., Bishop of Cloyne, Ireland. It is a defence of the Christian religion, and an exposé of the weakness of infidelity and skepticism, and is considered one of the most ingenious and excellent performances of the kind in the English tongue.] He made this system "the most powerful instrument of philosophic teaching ever known in the history of the human intellect." The philosopher was an enthusiastic lover of Athens, and he looked upon the whole city as his school. There alone he found instruction and occupation, and through its streets he would wander, standing motionless for hours in deep meditation, or charming all classes and ages by his conversation. Alcibiades declared of him that, "as he talks, the hearts of all who hear leap up, and their tears are poured out." The poet THOMSON, musing over the sages of ancient time, thus describes him:
O'er all shone out the great Athenian sage,
And father of Philosophy!
Tutor of Athens! he, in every street,
Dealt priceless treasure; goodness his delight,
Wisdom his wealth, and glory his reward.
Deep through the human heart, with playful art,
His simple question stole, as into truth
And serious deeds he led the laughing race;
Taught moral life; and what he taught he was.
Of the unjust attack made upon Socrates by the poet Aristophanes we have already spoken. That occurred in 423 B.C., and, as a writer has well said, "evaporated with the laugh"—having nothing to do with the sad fate of the guiltless philosopher twenty-four years after. Soon after the restoration of the democracy in Athens (403 B.C.) Socrates was tried for his life on the absurd charges of impiety and of corrupting the morals of the young. His accusers appear to have been instigated by personal resentment, which he had innocently provoked, and by envy of his many virtues; and the result shows not only the instability but the moral obliquity of the Athenian character. He approached his trial with no special preparation for defence, as he had no expectation of an acquittal; but he maintained a calm, brave, and haughty bearing, and addressed the court in a bold and uncompromising tone, demanding rewards instead of punishment. It was the strong religious persuasion (or belief) of Socrates that he was acting under a divine mission. This consciousness had been the controlling principle of his life; and in the following extracts which we have taken from his Apology, or Defence, in which he explains his conduct, we see plain evidences of this striking characteristic of the great philosopher:
The Defence of Socrates.