CHAPTER XXVI.
what is the law of life.
When a person was reading was reading hypothetical arguments, Epictetus said, This also is an hypothetical law that we must accept what follows from the hypothesis. But much before this law is the law of life, that we must act conformably to nature. For if in every matter and circumstance we wish to observe what is natural, it is plain that in every thing we ought to make it our aim that neither that which is consequent shall escape us, and that we do not admit the contradictory. First then philosophers exercise us in theory[1] (contemplation of things), which is easier; and then next they lead us to the more difficult things; for in theory, there is nothing which draws us away from following what is taught; but in the matters of life, many are the things which distract us. He is ridiculous then who says that he wishes to begin with the matters of real life, for it is not easy to begin with the more difficult things; and we ought to employ this fact as an argument to those parents who are vexed at their children learning philosophy: Am I doing wrong then
- ↑ ἐπὶ τῆς θεωρίας. "Intelligere quid verum rectumque sit, prius est et facilius. Id vero exsequi et observare, posterius et difficilius."—Wolf.
This is a profound and useful remark of Epictetus. General principles are most easily understood and accepted. The difficulty is in the application of them. What is more easy, for example, than to understand general principles of law which are true and good? But in practice cases are presented to us which as Bacon says, are "immersed in matter;" and it is this matter which makes the difficulty of applying the principles, and requires the ability and study of an experienced man. It is easy, and it is right, to teach the young the general principles of the rules of life; but the difficulty of applying them is that in which the young and the old too often fail. So if you ask whether virtue can be taught, the answer is that the rules for a virtuous life can be delivered; but the application of the rules is the difficulty, as teachers of religion and morality know well, if they are fit to teach. If they do not know this truth, they are neither fit to teach the rules, nor to lead the way to the practice of them by the only method which is possible; and this method is by their own example, assisted by the example of those who direct the education of youth, and of those with whom young persons live.
