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This is his [Marcus Aurelius Antoninus'] conclusion (II. 17): "What then is that which is able to conduct a man? One thing and only one, Philosophy. … - George Long
" "This is his [Marcus Aurelius Antoninus'] conclusion (II. 17): "What then is that which is able to conduct a man? One thing and only one, Philosophy. But this consists in keeping the divinity within a man free from violence and unharmed, superior to pains and pleasures, doing nothing without a purpose nor yet falsely and with hypocrisy, not feeling the need of another man's doing or not doing anything; and besides, accepting all that happens and all that is allotted, as coming from thence, wherever it is, from whence he himself came; and, finally, waiting for death with a cheerful mind as being nothing else than a dissolution of the elements of which every living being is compounded. But if there is no harm to the elements themselves in each continually changing into another, why should a man have any apprehension about the change and dissolution of all the elements [himself]? for it is according to nature; and nothing is evil that is according to nature."
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About George Long
George Long (November 4, 1800 – August 10, 1879) was an English classical scholar, historian and translator. Among other works, he translated of the Meditations of Marcus Aurelius (1862), the Discourses of Epictetus (1877), Plutarch's Lives (1844–1848) and was the author of the Decline of the Roman Republic (1864–1874), the Civil Wars of Rome, and the Summary of Herodotus (1829).
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Long, George, 1800-1879
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Long, George, 1800–1879
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Additional quotes by George Long
Some distinguished philosophers think that boys' eyes should be taught or trained to the examination of objects: in other words, that boys should be taught to observe things and to see likeness and difference. It is done to some extent by all boys: their games teach them something, and they know a cake from an apple. But the power of careful, patient looking at a thing is not fully acquired without some pains on the part of a teacher. When a boy reads aloud, he must look carefully at the words and letters, or he will blunder. This is an instance of observation. But the philosophers mean, I believe, that we should introduce certain things called sciences into school teaching.
Could not a boy be taught the elements of astronomy at the sole cost of using his eyes and his brain; taught slowly, certainly, and not wearied with too much at once? Some would learn more than others; but all would learn something. This is real science, real knowledge, which will make a boy wiser, and probably better too. He will learn to observe carefully, and not to be deceived, as we sometimes are, by appearances.
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