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explain to you the difference between the good Latin of the noble pagans and the base Latin of the ignoble monks.’
    Or this, rather, was what his comment amounted to when translated into plain terms. But Modestus could never permit himself to make the least remark without wrapping it in an approved literary allusion, a paradox, or a pun, or all three together; so that Belisarius had great difficulty in understanding him. I myself shrink from reproducing the affectations that crackled from his lips, because no nonsense would read absurdly enough to do them justice – if indeed justice is what they deserved. The fact is that whereas Greek is a pliable language, good for the turns and twists of metaphor and for the humours of comedy, Latin is stiff and does not readily lend itself to these uses. It has been said of Latin rbetoric: ‘The falsetto of a female impersonator.’
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    Malthus’s school was in the centre of the town of Adrianople, and was not one of those monkish schools where education is miserably limitedto the bread and water of the Holy Scriptures. Bread is good and water is good, but the bodily malnutrition that may be observed in prisoners or poor peasants who are reduced to this diet has its counter-part in the spiritual malnutrition of certain clerics. These can recite the genealogy of King David of the Jews as far back as Deucalion’s Flood, and behind the Flood to Adam, without a mistake, or can repeat whole chapters of the Epistles of Saint Paul as fluently as if they were poems written in metre; but in all other respects are as ignorant as fish or birds. Once, when I was with my mistress Antonina at Ravenna in Italy, I came upon a bishop who failed to grasp a conversational reference that she made to the pious Aeneas, the Trojan hero, and his betrayal of Queen Dido of Carthage. Now, Heaven forbid that I should claim to be learned, for I am a mere domestic, whose only education has been listening to the conversation of intelligent people. Nevertheless, I should be ashamed to confess to the ignorance of this bishop. He did not know in the least what my mistress was talking about. ‘Aeneas?’ he echoed, ‘Aeneas? I know the text in the Acts of the Apostles well; but, I assure you, my sister in Christ, that you will find no statement there, nor even a gloss by any well-informed commentator, that the pious Aeneas of Lydda whom the Apostle Peter healed of a palsy (though he had kept his bed for eight years), afterwards visited any Queen Dido at Carthage, much less betrayed her.’
    In Malthus’s school, which was under Imperial control, some instruction in the Scriptures was given as a matter of course; as bread and water appear on the table even at banquets. But the main fare was Latin and Greek literature of good authorship. Such books encourage children to accurate expression, and thus to clear thought; and at the same time supply them with an extensive knowledge of history and geography and foreign customs. I have heard it argued that soldiers should not be educated, on the ground that among the most vigorous barbarian nations, such as the Goths and Franks, whose principal men are all soldiers by trade, book-learning is despised. But the proverb ‘a scholar made is a soldier spoiled’ applies, in my opinion, only to private soldiers, not to any sort of officer. At any rate, there has never, to my knowledge, been a general of repute in any nation of the world who was not either to some degree educated or, if only poorly educated, did not regret this.
    Belisarius in after life told his friends that the account of the long war between Athens and Sparta given by Thucydides, and Xenophon’saccount of fighting in Persia (both of which books were read and commented upon at Malthus’s school at Adrianople) taught him more about the principles of war than he ever learnt in the military academy at Constantinople. At a military academy the instruction is in drill