Hugh of St. Victor: Disdascalicon: On the Study of Reading. Jerome Taylor translation. Preface, Books I-III: Liberal Studies. New York: Columbia University Press, 1991.
Saint Victor was a third-century Roman soldier who converted to Christianity and was martyred for his evangelical work in the army, work that attracted the malign attention of the Emperor Maximilian. The Abbey of St Victor was founded in Paris in the twelfth century. Hugh of St. Victor arrived there in the 1120s, quickly earning a reputation as an excellent lecturer. He wrote the Didascalicon as a guide for his students.
He begins by distinguishing several kinds of students: those whom “nature has left them so poor in ability that they can hardly grasp with their intellect even easy things,” some of whom do learn because they work hard and some of whom refuse to learn anything, ruled by “contempt of knowledge” derived from their “wicked will”; among those who do have ability, the most excellent are hard workers who become learned men, the others sluggards who do not.
One learns in two ways, principally: by reading and by meditation. This book is on reading: what to read, in what order it should be read, and in what manner it should be read. Books being divided into secular and sacred, Hugh instructs the reader on how to read both. The first three parts address the origin of the arts, their description and division, identifying their authors. He ranks the works in order of importance and indicates the proper sequence of reading them, concluding by “lay[ing] down for students their discipline of life,” without which they will make little progress in their studies. The second three parts address Sacred Scripture, identifying and sequencing them, identifying their authors and explaining the titles of the books. These parts conclude with an explanation of “how Sacred Scripture ought to be read by the man who seeks in it the correction of his morals and a form of living” and how they ought to be read by “the man who reads in it for the love of knowledge.”
“Of all things to be sought, the first is that Wisdom in which the Form of the Perfect Good stands fixed.” This Form is Jesus, through whose wisdom God the Father created the world, including man. Jesus is “the sole primordial Idea or Pattern of things,” but one that inheres in the divine Person, not independently, as some Platonists conceive the Idea of the Good. Unlike animals, who do not “understand that they have been created of a higher order than they,” man, created in God’s image, must learn to know himself as the ‘god’ Apollo advises: to “recognize himself” by examining himself. Whereas Plato in the Timaeus describes an “entelechy” or “World-Soul,” Hugh, understanding that the God of the Bible created the world out of nothing, redefines the entelechy as the human soul, which, like Plato’s entelechy, is partly “dividual”—divided into parts—and partly in-dividual—unitary. As a human being, I possess understanding, which “comprehends the invisible causes of things,” and particulars, which I perceive through sense perceptions, “picking up the visible forms of actual objects.” In this way, whether my soul “goes out to sensible things through its senses or ascends to invisible things through its understanding, it circles about, drawing to itself the likenesses of things; and thus it is that one and the same mind, having the capacity for all things, is fitted together out of every substance and nature by the fact that it represents within itself their imaged likeness.” The soul should not therefore be understood as being composed of the physical things; it ‘is’ them by its manner of understanding them. “The soul grasps the similitude [to all things] in and of itself, out of a certain native capacity and proper power of its own.” “Imprinted with the likenesses of all things,” the mind “is said to be all things.” That is “the dignity of our nature,” distinguishing humans beings the animals. However, “all do not equally understand” this, their minds having been “stupefied by bodily sensations and enticed out of itself by sensuous forms,” forgetting “what it was”—a condition also described by Socrates in Plato’s Meno. [1] “But we are restored through instruction, so that we may recognize our nature and learn not to seek outside ourselves what we can find within.” In one of his excellent notes to his translation, Jerome Taylor observes that Hugh’s “educational theory rests” on these “two postulates”: “the rational creature’s exclusive assimilation to the divine Wisdom, and its natural capacity to contain the rest of creation” in terms of ideas (p.187 n.42).
Philosophy is the pursuit of Wisdom. Philosophers not wise men, sophia, but lovers of Wisdom. “The whole truth lies so deeply hidden that the mind, however much it may ardently yearn toward it or however much it may struggle to acquire it, can nonetheless comprehend only with difficulty the truth as it is.” As Boethius has it, philosophy calls man’s mind back to itself, back to “the proper force and purity of [human] nature.” The soul has three powers: appetite, which forms, nourishes, and sustains bodies; sense perception, and reason, the distinctively human characteristic. Reason enables men to pursue Wisdom, which acts as “a kind of moderator over all human actions.” Whereas “brute animals, governed by no rational judgment,” guide their movements by sense impressions alone, “driven by a certain blind inclination of the flesh,” man’s reason empowers him to perceive Wisdom, God, albeit imperfectly, and regulate his morals and reach theoretical understanding “of all human acts and pursuits,” inasmuch as they partake of Wisdom, the image of God after which man alone was created. “Philosophy is the discipline which investigates comprehensively the ideas of all things, human and divine.” Hugh offers an example: “the theory of agriculture belongs to the philosopher, but the execution of it to the farmer.” Accordingly, human acts as governed by Wisdom have two dimensions: “restoring our nature’s integrity” and “the relieving of those weaknesses to which our present life lies subject.” That is because man has two things in him: “the good and the evil, his nature and the defective state of his nature.” The good “has suffered corruption” and so “requires to be restored by active effort.” The evil, which is “not our nature, requires to be removed” or “at least to be alleviated through the application of a remedy.” These two efforts constitute the entire human task.
The “integrity of human nature” may be attained in knowledge and in virtue, “and in these lies our sole likeness to the supernal [i.e., angelic] and divine substances,” the element in us that truly is, that remains eternally. The other part is transitory, subject to change and eventually to death. In the world overall (and by “world” Hugh means all of creation, not only the physical universe), there are “three things that are”: the eternal, which has no beginning or end—God; the perpetual, which has a beginning but no end—corporeal and incorporeal nature; and the temporal, which has a beginning and an end. Nothing that has true being, true esse, suffers destruction; it is rather the forms of things that pass away, the being of them enduring change but not extinction, rather like what we would call the law of the conservation of matter and energy. “All of nature has both a primordial cause,” God, “and a perpetual subsistence.” While the human soul partakes of God’s likeness, likeness isn’t identity; for one thing, man lacks the power to create out of nothing. There is a certain parallel, if not an exact analogy, in the structure of the cosmos. The “superlunary” world contains the heavenly bodies above the moon, which “stand fixed by primordial law.” Astronomers call this “nature” proper. The sublunary world, our world, is “the work of nature” because “the varieties of all animate beings which live below by the infusion of life-giving spirit, take their infused nutriment through invisible emanation from above,” moving “in accordance with the movements of the superior.” Their term for the superlunary world is “elysium”; their word for the sublunary world is “infernum.” This is why man is subject to necessity with respect to that part of him that partakes of change (he must, for example, grow old and die), “whereas in that in which he is immortal, he is related to divinity,” free to make choices. His right choices are to “restore in [him] the likeness of the divine image” and to “take thought of the necessity of this life,” which can easily “suffer harm from those things which work to its disadvantage.” That is, a human being ought to choose those things that reorient his spiritual nature toward God, his physical nature toward healthful self-preservation.
Two things “restore the divine likeness to man: the contemplation of truth,” which connects him to wisdom and justice, God’s preeminent characteristics, and the practice of virtue. As to ministering to physical necessities, he must feed himself, fortify himself “against harms which might possibly come from without” and against those that “already besiege us.” “Every human action, thus, is either divine or human. Divine action, which “derives from above,” is intelligentia or understanding, a purely spiritual activity that can comprehend God with God’s graceful help, His revelation and the Holy Spirit. This has two parts: “speculative,” directed toward God Himself, and “practical” or “moral.” “Human” action or scientia, knowledge, “a certain practical counsel,” “derives from below,” from sense impressions directed to the sublunary world of physical necessity, corporeal objects. Knowledge “pursues merely human works” and “is fitly called ‘mechanical’ ” or ‘adulterate'”—impure, clever and often hidden, as in the phrase, ‘tricks of the trade.’ To put it another way, God creates out of nothing, nature brings to actuality what was hidden (in morality, it brings out man’s potential for goodness), while artificers put together or disjoin already existing things in imitation of nature. While human art is lower than divine creation or nature, “man’s reason shines forth much more brilliantly in inventing these very things than ever it would have had man naturally possessed them,” and we rightly “look with wonder not at nature alone but at the artificer as well.” Mechanical work thus partakes of human dignity. Wisdom overall governs “all we do deliberately,” whether by understanding or by knowledge.
Nature has four dimensions. There is, first, “that archetypal Exemplar of all things which exists in the divine Mind, according to the idea of which all things have been formed.” Nature is “the primordial cause of each thing, whence each takes not only its being (esse) but its ‘being such and such a thing’ (talis esse) as well.” “Nature is that which gives to each thing its being.” Second, nature means “each thing’s peculiar being (proprium esse),” that is, “the peculiar difference giving form to each thing,” its own nature. That tree over there has being, but it also has its own being as a particular species of tree. Third, nature is a begetter, “an artificer fire coming forth from a certain power to beget sensible objects”; “all things are procreated from heat and moisture,” the sun and the ocean, symbolized in Virgil’s Georgics as Jupiter and Oceanus. Finally, there is logic, “the last to be discovered” by men but the first to be taught, since it is “essential” to understanding the first three. Hugh again cites Boethius, who remarks that the ancients often erred before they discovered logic because “real things do not precisely conform to the conclusions of our reasoning as they do to a mathematical count.” Mathematics is precise; words are not. What was needed was a way of making words more accurate, more nearly descriptive of nature—what Hugh calls “linguistic logic.” The natural human capacity to reason needed refinement in order for human beings better to understand the rest of nature. “The man who brushes aside knowledge of argumentation falls of necessity into error when he searches out the nature of things,” inasmuch as must first “come to know for certain what form of reasoning keeps to the true course of argument,” as distinguished from “what form keeps only to a seemingly true course, and unless he has learned what form of reasoning can be depended upon and what form must be held suspect, he cannot attain, by reasoning, the imperishable truth of things.” He must distinguish between logic and sophistry.
“All sciences…were matters of use before they became matters of art,” taking “their rise in use” but “excelling it.” Each branch of knowledge consists of a right relation between a human ability and some aspect of reality, whether divine, natural, or mechanical/artificial. Theoretical knowledge “strives for the contemplation of truth”; practical knowledge “considers the regulation of morals”; mechanical knowledge “supervises occupations of this life”; and logical knowledge “provides the knowledge necessary for correct speaking and clear argumentation” about the other three branches of knowledge. Numerologists thus have ascribed the number four to the human soul.
Hugh now turns to a more detailed discussion of the several arts, beginning with philosophy, the love of Wisdom, meaning God, in whom “a single and simultaneous vision beholds all things past, present, and future.” God’s Mind forgets nothing and “is called ‘the primordial Idea or Pattern of things’ because to its likeness all things have been formed.” The arts aim at “restor[ing] within us the divine likeness, a likeness which to us is a form but to God is his nature.” The more we practice the arts the more “we are conformed to the divine nature,” possessing Wisdom, “for then there begins to shine forth again in us what has forever existed in the divine Idea or Pattern, coming and going in us but standing changeless in God.” Philosophy is “the art of arts and the discipline of disciplines”: the art of arts because it knows the rules and precepts of all the other arts; the discipline of disciplines because it “investigates demonstratively the causes of all things, human and divine.” Philosophy aims at theoretical/speculative, practical/moral, mechanical/adulterate, and logical/linguistic. Theoretical knowledge in turn divides into theology or “intellectible” knowledge, mathematics or “intelligible” knowledge, and physics or natural knowledge. Theology or the intellectible knowledge is knowledge of what endures “of itself, one and the same in its own divinity,” apprehended by mind and intellect, never by the imagination or the senses.” Theology “contemplates God and the incorporeality of the soul.” Mathematics or intelligible knowledge “considers abstract quantity,” quantity separated from matter or “other accidents.” The objects of mathematics “once consisted of [the] primary intellectible substance.” But, “by contact with bodies,” mathematical objects have “degenerated from the level of intellectibles to that of intelligible,” “less objects of understanding than active agents of it.” The intelligible “does not itself perceive only by means of intellect” but “has imagination and the senses,” thereby “lay[ing] hold upon all things subject to sense.” It draws the visible forms of bodies “into itself through imagination,” thereby “penetrated by any qualities entering through hostile sense experience.” Nonetheless, given its connection to the intellectible, “it gathers itself into one,” becoming “more blessed through participating in intellectible substance.”
To illustrate how this works, Hugh discusses the number Four, which “teaches us the nature of the going out and the return of the soul.” Here numerology is a key to understanding not a text but to understanding nature. If you multiply 3×1 you get 3; 3×3, 9; 3×9,27; and 3×27, 81. “See how in the fourth multiplication the original ‘one,’ or unity, recurs”; this will happen at every fourth stage of the ‘3x’ process, on to infinity. Since “the soul’s simple essence is most appropriately expressed by ‘one,’ which itself is also incorporeal,” and since the number three stands for Plato’s three ‘parts’ of the soul (reason, spirit, appetite), 3×1 indicates that the monad or essence of the soul “receives different names according to its difference powers.” This differentiation is the first “going out” or “progression” of the soul. The multiplication 3×3 or 9 is the second progression, the soul’s control of the body by its powers. The third progression, resulting in 27, sees the soul, having “poured itself out through the senses upon all visible things,” rules them by bodily actions. “But finally, in a fourth progression,” eighty-one, the soul, freed from the body, returns to the pureness of its simplicity” after death which is designated by the number eighty. QED.
A similar Pythagoreanism applies to the body, which also has the number four assigned to it. In its case, the number two fits the body because it, unlike the number one, is divisible, like the body and unlike the essence of the soul. Multiply 2×2, you get 4; 2×4, 8; 2×8, 16; 2×16,32—once again, the number you started with reappears at the end of the quaternary series, infinitely. The number four is divisible by two, the first divisible number.
“And now you see clearly enough, I should think, how souls degenerate from being intellectible beings” in their essence “to being intelligible things when, from the purity of simple understanding clouded by no images of bodily things, they descend to the imagination of visible objects; and how they once more become more blessed when, recollecting themselves from this distracted state back toward the simple source of their nature, they, marked as it were with the likeness of the most excellent numeral, come to rest.” Imagination “is sensuous memory made up of the traces of corporeal objects inhering in the mind; it possesses in itself nothing certain as a source of knowledge.” Lastly “sensation is what the soul undergoes in the body as a result of qualities which come to it from without.” We learn from all of these sources, but less surely at each stage. This is exactly the opposite of what a materialist—whether an ‘ancient,’ Epicurus, or a ‘modern,’ Hobbes—would claim.
Hugh’s account of the soul fits the quadrivium, the second part of the liberal arts. Mathematics consists of arithmetic, music, geometry, and astronomy. “Abstract quantity” is form, “visible in its linear dimension, impressed upon the mind, and rooted in the mind’s imaginative part.” There is “continuous” quantity, “like that of a tree or a stone”; this is called magnitude. There is also “discrete” quantity or multitude, as seen in a flock or a people. A multitude might stand “wholly in itself,” such as any number does, or it might stand “in relation to another number,” as when we multiply or divide it. A multitude might also be “mobile,” like the heavenly spheres, marked by the orbits of the planets, or “immobile,” such as the earth, which Hugh took to be the stable center of the cosmos. Arithmetic concerns abstract quantity, numbers, magnitudes that “stand in themselves”; music concerns numbers that stand in relation to other numbers; geometry “holds forth knowledge of the mobile” (we are a few centuries away from the discovery of calculus); “astronomy claims knowledge of the mobile.”
Considered in more detail, the etymology of the word ‘arithmetic’ recalls that ares in Greek means power and that numerus in Latin means number; “‘arithmetic’ means ‘the power of number.'” Number has power because God, the supreme One, created nature with number. That is the link between numerology and nature, why numerology explains nature.
The word ‘music’ “takes its name from aqua, water, because no euphony, that is, pleasant sound, is possible without moisture.” Music flows. There are three kinds. The kind that “belongs to the universe” characterizes the elements (their mass, number, and volume), the planets (their situation, motion, and nature), and the seasons (days, months, years). The kind called “the music of man” can characterize the body, the soul, or “the bond between the two.” The body’s music consists of its growth or “vegetative power,” its “fluids or humors,” and its activities, whether “mechanical,” shared by all “sensate beings,” or those of human, rational beings—actions that are “good if they do not become inordinate so that avarice or appetite are not fostered by the very things intended to relive our weakness.” “Music is characteristic of the soul partly in its virtues, like justice, piety, and temperance; and partly in its power, like reason, wrath, and concupiscence.” This indicates that there is “music between the body and the soul,” a “natural friendship by which the soul is leagued to the body, not in physical bonds, but in certain sympathetic relationships for the purpose of imparting motion and sensation to the body.” Good soul-body music “consists in loving one’s flesh, but one’s spirit more; in cherishing one’s body, but not in destroying one’s virtue.” True virtue or strength is less physical than soulful, since the soul rightly controls the body. The third kind of music, “instrumental” music, refers to bodily actions directed by the soul in relation to physical objects outside the body—whether touched, like strings and drums or blown into, like pipes—or in relation to the body itself, the voice. Musicians consist of those that compose it, those that play it, and those that judge it.
‘Geometry’ means earth-measure; it was invented by the Egyptians for measuring land, flooded periodically by the Nile, which obscured all physical boundaries. There are three kinds: planimetry, aiming at knowledge of flat surfaces, planes; altimetry, which measures vertical extensions, heights; and cosmetry, which aims at knowledge of spherically shaped things, like the cosmos, which is immobile when considered as a whole, related to no other physical thing because it encompasses all of them. ‘Astronomy’ means “law of the stars” or “discourse [logos] concerning the stars”; the discourse can be true insofar as it aims at understanding nature (health and illness, calm and storm) but runs to superstition when it becomes astrology, attempting to understand chance and choice—which would make the indeterminate determined. These are all mobile magnitudes—the “spaces, movements, and circuits of the heavenly bodies at determined intervals.”
All four elements of the quadrivium are ways of investigating nature, physis. Narrowly defined, the science of ‘physics’ “searches out and considers the causes of things as found in their effects.” More broadly, however, it is “the same as theoretical science,” philosophy, which consists not only of the study of natural causes but of ethics and logic. “All the arts tend toward the single end of philosophy,” although “they do not take the same road.” As already remarked, mathematics concerns abstraction from things, inasmuch as a real line isn’t the same thing as a mathematical line—the former being divisible but not infinitely so, the latter being infinitely divisible. Physics strictly defined “analyze[s] the compound actualities of things into their elements.” By “elements” Hugh does not mean elements in the modern sense, material entities,” but “the nature of each in itself.” There are four elements (fire, earth, air, water) but these material things are considered by ‘physicists’ not so much in their material appearance but in their pure essences. Finally, logic is “concerned with the species and genera of things,” classification, which in turn provides the basis for the principle of non-contradiction. Of these three elements of the quadrivium, “physics alone is properly concerned with things,” whereas logic “employs pure understanding on occasion” and mathematics “never operates without the imagination.” “Logic and mathematics are prior to physics, in order of learning and serve physics, so to say, as tools”; they “base their considerations not upon the physical actualities of things, of which we have deceptive experience, but upon reason alone, in which unshakeable truth stands fast.” (A modern example of this would be Einsteinian physics, which is anything but commonsensical.) Notice that Hugh mentions ethics but does not elaborate on it here as a theoretical matter. That is because ethical theory, as distinguished from practice, is part of theology, and he defers his consideration of sacred Scripture to Books IV-VI. He classifies matters of theology under the category of the intellectible, whereas mathematics is under the intelligible, and physics concerns bodies, initially perceived by sensation, but studied with the assistance of the quadrivium. All theory “studies the truth of things,” knowledge of which is wisdom.
In addition to theoretical wisdom there is practical wisdom, prudence. Logic aids it when it serves as a handmade to rhetoric. Ethics concerns moral practice, “mechanics” what we would call technological practice. As in Aristotle, practice features ethical, economic, and political dimensions. Ethics consists of care for the soul, the “solitary science,” in which one “raises, adorns, and broadens” oneself “with all virtues, allowing nothing in life which will not bring joy and doing nothing which will cause regret.” Economics (literally ‘law of the household’) “assigns the householder’s tasks”; it is private. Political science “tak[es] over the care of public affairs, serves the welfare of all through its concerns for provisions its balancing of justice, its maintenance of strength, and its observance of moderation.”
There are seven “mechanical” sciences: fabric making, armament, commerce, and agriculture are the “external” or protective ones; hunting, medicine, and theatrics are “internal, providing, respectively, food and cures for the body and entertainment for the soul.” Hugh draws an analogy between the mechanical and the liberal arts, with the “internal” ones corresponding to the quadrivium—to concepts, things internally perceived—and the “external” ones to the trivium—to words, things that can be heard by others. “Every human activity is servant to eloquence wed to wisdom”; that is where logic comes in, even with respect to the mechanical sciences. His accounts of the seven mechanical arts need not detain us, except to note that he considers “the pursuit of commerce” as an activity that “reconciles nations, calms wars, strengthens peace, and commutes the private good of individuals into the common benefit of all.” Modern liberals did not discover that effect. And unlike the later Calvinists, he regards theatrics with indulgence, again for Aristotelian reasons, since “by temperate motion natural heat is stimulated in the body and by enjoyment the mind is refreshed.” In addition, and “as is more likely, seeing that people necessarily gathered together for occasional amusement,” the ancients “desired that places for such amusement might be established to forestall the people’s coming together at public houses, where they might commit lewd or criminal acts.”
“All knowledge…is somehow contained in philosophy.” Some kinds of knowledge are contained within a particular branch of philosophy, now enumerated, and others are common to any and all forms of cognition, to cognition simply.
Hugh ends Book Two with a more detailed description of linguistic, as distinguished from mathematical, logic. Grammar, “the knowledge of how to speak without error,” is one branch of linguistic logic. Rational or “argumentative” knowledge consists of demonstration, probable argument—itself divided into dialectic, “clear-sighted argument which separates the true from the false”) and rhetoric, “the discipline of persuading to every suitable thing”), and sophistry, which misuses logic to persuade others to unsuitable things.
In sum, “philosophy is divided into the theoretical, the practical, the mechanical, and the logical.” Given these divisions and their subdivisions, Hugh now turns to their founders and developers in Book Three. Among theologians, Linus was the founder of the discipline among the Greeks, Varro among the Romans, John the Scot (Scotus Erigena) among the British. Pliny founded physics, Pythagoras and Nicomachus arithmetic. Geometry came to the Greeks thanks to Euclid, to the British thanks to Boethius. Bubal founded music among the Hebrews, Pythagoras among the Greeks. The Hebrew, Cham, founded astronomy, which was revived by Ptolemy in Egypt. As for dubious astrology, Hugh regards its origins as murky, suggesting Abraham, the Chaldeans, Nemroth the Giant, and Atlas, according to Greek myth. Socrates and Plato founded ethics in Greece, while Cicero brought it to Rome. Logic owes its founding in Greece to Plato and Aristotle, with Varro and Cicero winning that honor in Rome. Demosthenes “devised rhetoric among the Greeks, Tisias among the Latins, Coryx among the Syracusans”; it was then systematized in written works by Gorgias, Aristotle, and Hermagoras in Greece and by Cicero, Quintilian, and Titian. Overall, “Egypt is the mother of the arts, and thence they came to Greece, and thence to Italy. Parmenides and Plato studied the liberal arts in Egypt.
Both ‘trivium’ and ‘quadrivium’ signify viae or ways; “a quick mind enters into the secret places of wisdom” ‘via’ them. Although some among the ancients “studied these with such zeal that they had them completely in memory,” so that “they did not thumb the ages of books to hunt for rules and reasons which the liberal arts might afford for the resolution of a doubtful matter,” the “students of our day, whether from ignorance or from unwillingness, fail to hold to a fit method of study, and therefore we find many who study but few who are wise.” Philosophy and Christianity are ways of life.
Hugh therefore undertakes to recommend books to read and ways to read them, addressing students and also teachers. He much prefers philosophy to poetry, taking Socrates’ side in that old quarrel. “The man wishing to attain knowledge, yet who willingly deserts truth in order to entangle himself in these mere by-products of the arts, will find, I shall not say infinite, but exceedingly great pains and meagre fruit.” Jerome Taylor explains that Hugh positions himself against the school at Chartres, whose scholars were “much given to elaborate commentary on poets, fables, and histories, exclud[ing] from philosophy the entire trivium.” On the contrary, Hugh insists, “it is in the seven liberal arts…that the foundation of all learning is to be found” as “without them the philosophical discipline does not and cannot explain and define anything” (212 n.44). Indeed, “if only one of the arts be lacking, all the rest cannot make a man into a philosopher.”
One needs to attend, first, “how one to treat of the art itself,” and second, “how one ought to apply the principles of that art in all matters whatever.” That is (for example) first learn grammar, then use it correctly. “Do not strike into a lot of byways until you know the main roads.” This again counters the approach of the Chartrians, who taught grammar and the other liberal arts by having their students read poets and historians (212-213 n.48), skipping formal study of the arts themselves.
As for the study itself, Hugh identifies three necessary characteristics: “natural endowment” (the “ability to grasp easily what they hear and to retain firmly what they grasp”), practice or the cultivation of that endowment, and discipline, “combin[ing] moral behavior with their knowledge.” One must take care not to allow one’s natural endowment to be “blunted by excessive work,” work that consists of “reading and meditation.” Reading “form[s] our minds upon rules and precepts taken from books.” Teachers read to the student; students read ‘under’ the teacher; they then read by and for themselves. Meditation means “sustained thought along planned lines,” considering the cause or source of each thing, its manner or way, and its utility. There are, potentially, three levels of every reading: “the letter, the sense, and the inner meaning,” that is, grammatical construction of senses, the “ready and obvious meaning” of the work being read, and “the deeper understanding which can be found only through interpretation and commentary.” These three inquiries should be undertaken when studying any text, secular or sacred. Only then should the reader meditate upon what he has read; “the start of learning…lies in reading, but its consummation lies in meditation, which, if any man will learn to love it very intimately and will desire to be engaged very frequently upon it, renders his life pleasant indeed, and” (with a nod toward Boethius) “provides the greatest consolation to him in his trials,” and giving “a kind of foretaste of the sweetness of the eternal quiet,” life with God. Meditating on morality, God’s commandments, and “the divine works” brings man “the greatest delight” to be had on earth.
Do not, then, “my student,” “rejoice a great deal because you may have read many things but because you have been able to retain them,” to integrate them into your soul via memory. “Morals equip learning,” Quintilian writes, “joining rules for living to rules for study, in order that the student might know both the standard of his life and the nature of his study.” The scholar’s prime moral virtue is humility, “the beginning of discipline.” “Hold no knowledge and no writing in contempt” and “blush to learn from no man”; having attained learning, do “not look down upon everyone else.” Arrogance impedes learning because it tempts students to “appear wise before their time,” “break[ing] out in a certain swollen importance” and “simulat[ing] what they are not.” Do not preen yourself for having studied under a great thinker. In third-century Athens, such a student would “glory in having seen, not in having understood, Plato.” “Good for you! You have drunk at the very fount of philosophy—but would that you thirsted still!”
Humility should animate reading itself. “If some things, by chance rather obscure, have not allowed” the student “to understand them, let him not at once break out in angry condemnation and think that nothing is good but what he himself can understand.”
Generally speaking, the ancients’ “love of wisdom,” their philo-sophia, “was superior to ours.” When someone told a philosopher of those times that men were laughing at him, the philosopher replied calmly, “they laugh at me, and the asses bray at them.” In the soul of the true student and the true teacher, Wisdom rules, carried by Love and Hard Work (“because they bring a task to external perfection”) and Concern and Alertness (“because they inspire interior and secret reflection”). The four servants of Wisdom parallel the four elements: “masculine” fire and air, “feminine” earth and water.
The modern philosopher, Emer de Vattel, longs for a world in which a philosopher may set his foot anywhere on earth and say, “This is my country.” The Christian-classical philosopher, Hugh of St. Victor, insists on the contrary, “All the world is a foreign soil to those who philosophize.” Vattel has reached only the first stage of philosophy, “to change about in visible and transitory things.” But philosophy (and Christianity) would have us leave those things “behind altogether.” “From boyhood I have dwelt on foreign soil, and I know with what grief sometimes the mind takes leave of the narrow hearth of a peasant’s hut, and I know too how frankly it afterwards disdains marble firesides and paneled halls.”
Note
- On the Meno, see “Teaching Virtue?” on this website, under the category, “Philosophers.”
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