The Grammar of Our Civility: Classical Education in America

NOTES

NOTES 147 Chapter 1 1 These are real titles. They belong to papers delivered at recent annual meetings of the American Philological Association. 2 Brian, Einstein, A Life, 129. 3 Baring-Gould, The Annotated Sherlock Holmes, 1:154. 4 The great German classical scholar Ulrich von Wilamowitz-Moellendorff reportedly thought and dreamed in ancient Greek. 5 My partition of classical education between liberal arts education and Altertumswissenschaft tracks, roughly, Bruce Kimball’s distinction between orators and philosophers (Orators and Philosophers), and what Gerald Graff (Professing Literature, 3) calls “the union of Arnoldian humanism and scientific research.” 6 McInerny “Beyond the Liberal Arts.” 7 For Vittorino, see Woodward, Vittorini da Feltre and Other Humanist Educators; Giraud, “Victorin de Feltre (1378–1447?).” 8 Long before Dr. Arnold introduced the cult of games at Rugby, physical exercise was a staple of Renaissance classical education; e.g. Pier Paolo Vergerio, De Ingenuis Moribus 55, in Kallendorf, Humanist Educational Treatises, 66–69. 9 Quoted in Morris, The Oxford Book of Oxford, 31. On the medieval university as professional school in the service of society’s governing classes, see Ruegg, “The University: Product and Shaper of Society.” 10 Grafton and Jardine, From Humanism to the Humanities, xii. For the modern debate on the political stance of Renaissance humanism, see Bushnell, A Culture of Teaching, 10–22. 11 V. H. H. Green, A History of Oxford University, 49–50. 12 Locke’s criticism of classical education goes deeper than his utilitarian remarks in Some Thoughts Concerning Education, 217; for a view of it in the context of his political philosophy, see Pangle and Pangle, The Learning of Liberty, 54–72. 13 Clarke, Classical Education in Britain, 34–60. Outside England, education could take on a different socio-economic complexion; Scottish universities, for example, reflected that nation’s less rigid class structure and cosmopolitan ties with Europe. 14 Darwin and Huxley, Autobiographies, 12; of his years at Cambridge, Darwin wrote, “my time was wasted” (ibid., 32). 15 E.g. by Frederic Henry Hedge in an address to Harvard alumni; Hofstadter and Smith, American Higher Education, 563. 16 The best modern edition is Ker, John Henry Newman. 17 Ker, Newman, 5. 18 Pattison, The Great Dissent. 19 “Because he appears only to be talking about knowledge, its different forms and rankings, with theology at the top, it is easy to see why discussions of a university that take the Idea as a starting point fail to notice how much Newman takes for granted” (Rothblatt, The Modern University and its Discontents, 18). Rothblatt goes on to suggest that what Newman takes for granted is “humanism;” that is, Classics. 20 Ker, Newman, 221. 21 Ibid., 219. 22 Bloom, The Closing of the American Mind, Paglia; “Junk Bonds and Corporate Raiders”; and from a somewhat different point of view Emberly and Newell, Bankrupt Education. Also Hanson and Heath, Who Killed Homer?; see in addition Heath, “More Quarreling in the Muses’ Birdcage,” followed by Peter Green, “Mandarins and Iconoclasts,” and Hanson and Heath, “The Good, the Bad, and the Ugly.” 23 The event was legendary as early as Nietzsche; see Arrowsmith, “Nietzsche,” 281. 24 Grafton, Most, and Zetzel, F. A. Wolf, Prolegomena to Homer. 25 Kenney, The Classical Text, 98 n. 1; Schröder, “Philologiae studiosus.” 148 / Notes to pp. 9–16 26 There had been lecturers in humanity, or Latin style, since the foundation of Corpus Christi College in 1517, but their aims and objects were far different from those of a modern professor; Clarke, Classical Education, 22–33. 27 Clarke, Classical Education, 102–3. 28 On this Totalitätsideal, see de Grummond, An Encyclopedia of the History of Classical Archaeology, s.v. 29 Higher Schools and Universities in Germany (1882), 155, quoted in Clarke, Classical Education, 173. Arnold’s identification of the humanities with the study of Greek and Roman antiquity has often been overlooked; see Proctor, Defining the Humanities, 104–5, and Baker, “The Victorian Chronology of Our Liberal Education.” 30 Pfeiffer, History of Classical Scholarship from the Beginnings to the End of the Hellenistic Age, 87–104. 31 Grafton, Joseph Scaliger. 32 On Winckelmann’s influence see Potts, Flesh and the Ideal, 222–53. The history of classical scholarship has become an important area of specialization within the history of ideas; from an enormous bibliography see Pfeiffer, History, vols. 1 and 2, and Wilamowitz-Moellendorff, History of Classical Scholarship. For further bibliography see Calder and Kramer, An...