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THREE:The most important result of the old Pythagorean teaching was, that it contributed a large element��somewhat too large, indeed,��to Plato��s philosophy. Neo-Pythagoreanism bears precisely the same relation to that revived Platonism which was the last outcome of ancient thought. It will be remembered that the great controversy between Stoicism and Scepticism, which for centuries divided the schools of Athens, and was passed on by them to Cicero and his contemporaries, seemed tending towards a reconciliation based on a return to the founder of the Academy, when, from whatever cause, Greek speculation came to a halt, which continued until the last third of the first century after Christ. At that epoch, we find a great revival of philosophical interest, and this revival seems to have been maintained for at least a hundred years, that is to say, through the whole of what is called the age of the Antonines. In the struggle for existence among the rival sects which ensued, Platonism started with all the advantages that a great inheritance and a great name could bestow. At the commencement of this period, we find the Academy once more professing to hold the doctrines of its founder in their original purity and completeness. Evidently the sober common-sense view of Antiochus had been discarded, and Plato��s own writings were taken as an authoritative standard of truth. A series of industrious commentators undertook the task of elucidating their contents. Nor was it only in the schools that their influence was felt. The beauty of their style must have strongly recommended the Dialogues to the attention of literary men. Plutarch, the most considerable Greek writer of his time, was a declared Platonist. So251 also was the brilliant African novelist, Apuleius, who flourished under Marcus Aurelius. Celsus, the celebrated anti-Christian controversialist, and Maximus, the Tyrian rhetorician, professed the same allegiance; and the illustrious physiologist Galen shows traces of Platonic influence. Platonism, as first constituted, had been an eminently religious philosophy, and its natural tendencies were still further strengthened at the period of its revival by the great religious reaction which we have been studying in the present chapter; while, conversely, in the struggle for supremacy among rival systems, its affinities with the spirit of the age gave it an immense advantage over the sceptical and materialistic philosophies, which brought it into still closer sympathy with the currents of popular opinion. And its partisans were drawn even further in the same direction by the influence of Neo-Pythagoreanism, representing, as this did, one among the three or four leading principles which Plato had attempted to combine.

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THREE:Plotinus seems to have begun his career as a public teacher soon after taking up his residence in Rome. His lectures at first assumed the form of conversations with his private friends. Apparently by way of reviving the traditions of Socrates and Plato, he encouraged them to take an active part in the discussion: but either he did not possess the authority of his great exemplars, or the rules of Greek dialogue were not very strictly observed in Rome; for we learn from the report of an eye-witness that interruptions were far too frequent, and that a vast amount of nonsense was talked.408 Afterwards a more regular system of lecturing was established, and papers were read aloud by those who had any observations to offer, as in our own philosophical societies.Another grievance was the Ellton baby. Felipa adored it, and for no reason that he could formulate, he did not wish her to. He wanted a child of his own. Altogether he was not so easy to get on with as he had been. She did not see why. Being altogether sweet-humored and cheerful herself, she looked[Pg 182] for sweet humor and cheerfulness in him, and was more and more often disappointed. Not that he was ever once guilty of even a quick burst of ill temper. It would have been a relief.

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