The Legacy of Greece | Page 2

further and further exploration may be still a task worth men's spending their lives upon and capable of giving mankind guidance as well as inspiration.
But is such a standard legitimate and reasonable? We shall gain nothing by unanalysed phrases. But I think surely it is merely the natural standard of any philosophical historian. Suppose it is argued that an average optician at the present day knows more optics than Roger Bacon, the inventor of spectacles; suppose it is argued that therefore he is, as far as optics go, a greater man, and that Roger Bacon has nothing to teach us; what is the answer? It is, I suppose, that Roger Bacon, receiving a certain amount of knowledge from his teachers, had that in him which turned it to unsuspected directions and made it immensely greater and more fruitful. The average optician has probably added a little to what he was taught, but not much, and has doubtless forgotten or confused a good deal. So that, if by studying Roger Bacon's life or his books we could get into touch with his mind and acquire some of that special moving and inspiring quality of his, it would help us far more than would the mere knowledge of the optician.
This truth is no doubt hard to see in the case of purely technical science; in books of wider range, such as Darwin's for instance, it is easy for any reader to feel the presence of a really great mind, producing inspiration of a different sort from that of the most excellent up-to-date examination text-book. In philosophy, religion, poetry, and the highest kinds of art, the greatness of the author's mind seems as a rule to be all that matters; one almost ignores the date at which he worked. This is because in technical sciences the element of mere fact, or mere knowledge, is so enormous, the elements of imagination, character, and the like so very small. Hence, books on science, in a progressive age, very quickly become 'out of date', and each new edition usually supersedes the last. It is the rarest thing for a work of science to survive as a text-book more than ten years or so. Newton's Principia is almost an isolated instance among modern writings.
Yet there are some few such books. Up till about the year 1900 the elements of geometry were regularly taught, throughout Europe, in a text-book written by a Greek called Eucleides in the fourth or third century B. C.[1] That text-book lasted over two thousand years. Now, of course, people have discovered a number of faults in Euclid, but it has taken them all that time to do it.
[1] Since this paper was first written Euclid, Book I, in the Greek, has been edited with a commentary by Sir Thomas Heath (Cambridge Press, 1920). It is full of interest and instruction.
Again, I knew an old gentleman who told me that, at a good English school in the early nineteenth century, he had been taught the principles of grammar out of a writer called Dionysius Thrax, or Denis of Thrace. Denis was a Greek of the first century B. C., who made or carried out the remarkable discovery that there was such a thing as a science of grammar, i. e. that men in their daily speech were unconsciously obeying an extraordinarily subtle and intricate body of laws, which were capable of being studied and reduced to order. Denis did not make the whole discovery himself; he was led to it by his master Aristarchus and others. And his book had been re-edited several times in the nineteen-hundred odd years before this old gentleman was taught it.
To take a third case: all through later antiquity and the middle ages the science of medicine was based on the writings of two ancient doctors, Hippocrates and Galen. Galen was a Greek who lived at Rome in the early Empire, Hippocrates a Greek who lived at the island of Cos in the fifth century B. C. A great part of the history of modern medicine is a story of emancipation from the dead hand of these great ancients. But one little treatise attributed to Hippocrates was in active use in the training of medical students in my own day in Scotland and is still in use in some American Universities. It was the Oath taken by medical students in the classic age of Greece when they solemnly faced the duties of their profession. The disciple swore to honour and obey his teacher and care for his children if ever they were in need; always to help his patients to the best of his power; never to use or profess to use magic or charms or any supernatural means; never to supply poison or perform illegal operations; never to