Acknowledgments

When examining ancient societies, I have always been interested in how people obtained an education, how teaching and learning functioned, and how individuals progressed to become members of their communities. In my previous publications, I inquired about the general levels of instruction from the elementary stages to learning literature and then rhetoric. This was the enkyklios paideia, the “circular” and general education; if an individual completed all its stages, it was assured they would have acquired a substantial knowledge that somewhat reflected their power. Philosophy was not part of this system. Those who wanted to follow a philosopher, listen to his words, and learn to practice a different way of life might or might not have covered the previous levels of education. And yet, not much is clear about the classes taught by philosophers. I found it irresistible to try to find out more.

First of all, I would like to thank the three readers for Cornell University Press; their advice has helped me improve my work very much. I am very grateful to all those who have read parts of the manuscript. Among the friends who gave me precious advice are Phillip Mitsis, Michael Peachin, and David Konstan. I also thank Craig Gibson and Stephen Kidd. I owe the title of this book to Sean Gurd, who has been enthusiastic about the project from the very beginning. Hans Teitler has been extremely helpful regarding stenographers, and I owe him a great deal. Richard Sorabji and Michael Griffin have responded to crucial questions that illuminated a period with which I needed to familiarize myself. Paul Zanker has also been very helpful in showing me how to obtain from the Louvre the image for the book’s cover. In the section on Philodemus, it will become very clear that my debt to Daniel Delattre is great.

In spring 2021 I was asked to deliver three lectures at Washington University in Saint Louis as part of the Biggs Family Residency in Classics. Since COVID was a menace, unfortunately I could not be present and had to give my talks virtually. Yet my experiences with the questions that followed and faculty and student interactions were overwhelmingly positive. I am grateful to John and Penelope Biggs, Cathy Keane, and those who enriched my project, especially Peter Martens. Many thanks to all the others who also contributed to this book in different ways.