
322 9
a
HELLENISTIC SCIENCE
knowledge that the philosopher should attain. In the post-Aristotelian
period, both Epicureanism and Stoicism certainly included '
physics'
as
one of the three branches of' philosophy' (the other two being logic and
ethics).
Yet physical enquiry
was,
in their view, to be conducted with the
narrower purpose of freeing the philosopher from fear and anxiety, and
that enquiry consequently concentrated first on element theory - the
ultimate constitution of material objects — and secondly on the
explanation of strange or potentially frightening natural phenomena.
No Epicurean and none of the early Stoics made, so far as we know, any
significant original contribution to such sciences as astronomy or
physiology, although both these subjects were being developed to quite
high levels of sophistication in the fourth and third centuries. It is true
that some scientists, such
as
Eratosthenes, had interests in a wide range
of non-scientific subjects (though his ancient nicknames Pentathlos and
Beta suggest that he was seen not just as a polymath but as not supreme
in any field). But as the various sciences increased in technicality, so it
generally became the pattern for individual scientists to focus their
attention on one or a group of closely related disciplines. While this
specialization brought benefits in the greater concentration of effort by
particular individuals on particular problems, it was also accompanied
by an increase in problems of communication and the fragmentation of
studies that had all, under Aristotle, been considered parts of natural
philosophy. Outside the Hellenistic philosophical schools, practising
scientists rarely developed explicit, let alone original, philosophies of
science, although the medical sects are something of an exception.
The founding, during the course of
the
fourth century, first of Plato's
Academy and then of Aristotle's school, the Lyceum or Peripatos, had
far-reaching significance not just for what may be called higher
education, but also for scientific research. The Library and Museum at
Alexandria, founded by Ptolemy Soter at the beginning of the third
century, were modelled on and influenced by these predecessors
—
especially the Lyceum
—
but they take the development a step further.
Like the Academy and the Lyceum, the Alexandrian Museum was a
community of scholars working, and to some extent living, together.
But the Museum differed first in that it
was
not - at least not primarily
— a
teaching institution, but one devoted rather to research and scholarship,
and secondly in that whereas the Academy and Lyceum were mainly
self-
supporting, the Alexandrian Museum and Library were maintained
entirely by funds provided by the Ptolemies.
The chief subject that benefited from the cultural policies of the
Ptolemies was not science, but literature, including philology and
literary criticism. But mathematics, the life sciences and even engineer-
ing were also, as we shall see, beneficiaries. It was thanks largely to this
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