{"id":478,"date":"2010-11-06T22:29:11","date_gmt":"2010-11-07T03:29:11","guid":{"rendered":"http:\/\/www.helleniclink.org\/?p=478"},"modified":"2010-11-24T16:46:21","modified_gmt":"2010-11-24T21:46:21","slug":"hellenic-paideia","status":"publish","type":"post","link":"https:\/\/helleniclink.org\/?p=478","title":{"rendered":"5. Hellenic Paideia"},"content":{"rendered":"

HELLENIC PAIDEIA: COLLEGE LEVEL EDUCATION FOR HIGH SCHOOL STUDENTS1<\/strong><\/p>\n

Dean C. Lomis, Ph.D.
\n Emeritus Director, International Center
\n University of Delaware, Newark, DE<\/p>\n

Prologue<\/strong><\/p>\n

When asked how much educated men were superior to uneducated, Aristotle replied: \u201cAs much as the living are to the dead.\u201d
\n Euripides advocated: \u201cWho so neglects learning in his youth, loses the past and is dead for the future.\u201d
\n Diogenes emphasized that \u201cOnly the educated are free.\u201d
\n The ancient Greek poet Pindar advised: \u201cThat which is silent dies.\u201d
\n Benjamin Franklin promoted that \u201cThe good education of youth has been esteemed by wise men in all ages as the surest foundation of happiness.\u201d
\n The famous educator Maria Montessori maintained that \u201cThe unknown that can help humanity is that which is hidden in a child.\u201d
\n And, recently — now-retired — Pennsylvania Supreme Court Justice Nicholas Papadakos remarked: \u201cThe Greek American is doing away with the Greek language, heritage and culture in one generation, which the Turks could not do in Greece over 400 years of occupation, intimidation and extermination.\u201d<\/p>\n

Introduction<\/strong><\/p>\n

The concern that we are losing our youth from our Hellenic heritage and culture is now a major reality.\u00a0 Unlike yesteryear, the vast majority of Greek American youth today falls in the negative with regard to Greek heritage and culture.\u00a0 Young Greek Americans may certainly identify as being \u201cGreek,\u201d but if asked what this means, the vast majority would not be able to explain.\u00a0 Just like being \u201cAmerican\u201d is not only hot dog and apple pie, baseball and coca-cola, likewise being Greek is not only feta and souvlaki, baklava and syrtaki.<\/p>\n

Currently, the second and third, and even fourth, generations of Greek Americans who comprehend the dilemma, but who desire to maintain and improve Hellenism for their offspring, find themselves at a loss on what to do.\u00a0 Some try to bring preschool children together to watch Greek video tapes and listen to Greek children\u2019s songs; some make a valiant effort to speak some Greek at home; some establish nurseries at their Hellenic community center; and, some are considering other initiatives. All these efforts or considerations certainly deserve commendation.\u00a0 However, unless some serious national program is developed so that the emphasis will be united and extended, all the aforementioned \u2013 as well-meaning and as good as they may be \u2013 they will only be \u201cband-aid\u201d approaches.<\/p>\n

The Issue<\/strong><\/p>\n

Our Hellenic American communities are experiencing serious difficulties with upper high school and college-level Greek Americans attending church, maintaining their Greek language and their Hellenic heritage and culture, and remaining in the community, including marriage, after completion of their formal education.\u00a0 Since times have indeed changed, it is no longer necessary to \u201cAmericanize\u201d a \u201cGreek immigrant community.\u201d\u00a0 AHEPA did a masterful job on this \u2013 perhaps even too good \u2013 for, as our then-Senator of Delaware and now our nation\u2019s Vice President \u2013 a strong philhellene \u2013 has said: \u201cStop trying to be \u2018super-Americans\u2019.\u201d\u00a0 Rather, the task now is to \u201c[re]Hellenize\u201d an \u201cAmerican society of Greek descent.\u201d<\/p>\n

The Need<\/strong><\/p>\n

Considering the present situation both a challenge and an opportunity, a need is clearly apparent for innovative and creative ideas to provide new approaches of relevance to the interest of the young, beyond the well-meaning but \u201cband-aid\u201d attempts.\u00a0 In our increasingly interdependent world, the maintenance of the language, religion, heritage and culture of our forefathers is paramount to the continuity of our communities and to the best interests of our country, the United States of America, in bilateral terms with the country of our ancestry, Greece.\u00a0 The events of September 11, 2001 certainly attest to this when some 3,000 victims from several countries, the most from the United States, including Greek Americans and Helladic Greeks and a Cypriot, perished in that dastardly terrorist attack.<\/p>\n

There is dire need, therefore, for our young to learn and maintain the Greek heritage and culture for their own \u201cquality of life,\u201d and in promoting the continuity of the Hellenic spirit upon which our Founding Fathers developed and established this \u201cempire of reason\u201d based on the \u201cage of reason\u201d of the classical Greeks.<\/p>\n

The Objective<\/strong><\/p>\n

The objective of the plan for \u201cHellenic Paideia\u201d I present today is at least six-fold: to the benefit of our future generations and their families; to our Greek Orthodox Church; to our Hellenic communities; to the organizations which might decide to support it; to this, the University of South Florida, if it accepts the challenge and the opportunity to promote it; and, to our ancestral land of Greece.<\/p>\n

The Benefit<\/strong><\/p>\n

The benefits of this proposal are perhaps endless; for the young: the opportunity to begin their higher education at an earlier age, thereby developing an earlier reality of the need and understanding of higher education; for the parents: the satisfaction that a \u201cstructured\u201d national program is operating, which also provides substantial college-education financial savings; for our Greek Orthodox Church: the providing of needed services which, in turn, receive greater youth attendance; for our Hellenic communities: greater participation and involvement; for our organizations: relevance; for our Greek afternoon or evening schools: meaningfulness as preparatory for advanced study; for the University of South Florida Hellenic Studies Program: the opportunity to lead the effort and become the focal center of our youth\u2019s Hellenic education; and, for Greece: renewed and stronger bonds.\u00a0 Let us not fool ourselves.\u00a0 Young Greek Americans do not share bonds with young Helladic Greeks.\u00a0 A very good example is our college campuses.\u00a0 Very few Greek American students socialize with students from Greece.\u00a0 Even among themselves, Greek Americans do not make sustained effort from day one on campus \u2013 as in the past \u2013 to meet other Greek students from the U.S. or Greece.\u00a0 Meetings are usually accidental and usually not durable.<\/p>\n

The Procedure<\/strong><\/p>\n

A.\u00a0\u00a0 \u00a0Structure
\n 1.\u00a0\u00a0 \u00a0As an accredited tertiary institution, the University of South Florida with its successful Hellenic Studies Program be supported in developing and administering a nationwide college level program of Hellenic studies for high school students and others who may wish to enroll.
\n a.\u00a0\u00a0 \u00a0Under the guidance of the University\u2019s Program, each and every Hellenic community across our nation establish an extension program to offer a uniform curriculum of Hellenic studies college-level program for high school students.
\n b.\u00a0\u00a0 \u00a0 Each community, under the supervision of its parish council, recruit teaching faculty from among its parishioners and from local colleges and universities, who meet the criteria of the South Florida\u2019s guidelines, to be offered adjunct professorial positions with the University of South Florida Hellenic Studies Program.
\n c.\u00a0\u00a0 \u00a0The extension curriculum should be as follows, based on high school academic terms but for college credit.<\/p>\n

Freshman Year<\/strong><\/p>\n

Fall semester: Elementary Modern Greek I (3 college credits): This course should be very elementary, to some extent a review for those with Greek afternoon\/evening school background.\u00a0 It should teach grammatical structure in the manner foreign languages are taught at U.S. colleges and universities.\u00a0 Included should be information on how the Greek language has influenced the West and the English language, beginning by showing that of the 26 letters of the English alphabet 16 are derived directly from the Greek, in capital form.
\n Spring semester: Elementary Modern Greek II (3 college credits): Continuing from the first term, students should be able to construct simple sentences, begin to read ably, and start conversing at a comfortable level.\u00a0 Included should be information on how much the Greek language has influenced the English language, as students begin to recognize the English words derived from Greek.<\/p>\n

Sophomore Year<\/strong><\/p>\n

Fall semester: Intermediate Modern Greek I (3 college credits): This course is to expand on the grammar, moving into syntax structure, and showing that of the 166, 724 words in The Webster International Dictionary, 41,214 (25%) are Greek in origin; and, that if the words with Greek prefixes and suffixes are added, the percentage rises considerably, and if the Latin words derived from Greek are also added,the percentage rises significantly.
\n Spring semester: Intermediate Modern Greek II (3 college credits): This course is to solidify the working knowledge of the language, and show students that comprehending Greek strengthens their English.<\/p>\n

Junior Year<\/strong><\/p>\n

Fall semester: History of Ancient Greece (3 college credits): This course is to offer students knowledge not only on the heroic exploits, but more so on the significance of ancient Greece.\u00a0 This should solidify their knowledge that the story-like [paramythenioi] characters they heard in passing at Greek afternoon schools or at home, or to some minor extent in their American middle school classes, were indeed real, and the precursors of our own American democracy.\u00a0 In addition, they would learn the importance of the wars and victories over the Persians in preparing and protecting the birth of Western Civilization.<\/p>\n

Spring semester: History of Modern Greece (3 college credits): This course is to show the significance of Byzantium in the continuity of Hellenism, attaining new levels of intellectual and humanistic achievements, becoming the guiding light of Western Civilization through the Dark Ages.\u00a0 The course will include how the Greeks maintained their Greek spirit and identity during the course of 400 years of Tourkokratia, and the importance of the Greek Revolution and Independence.\u00a0 It will also cover the significant Greek role in the global perspective through its preservation of Western Civilization by its heroic stand in World War II, and conclude with its present-day relevance as a member of the European Union and as the economic leader of the Balkans.<\/p>\n

Senior Year<\/strong><\/p>\n

Fall semester: The American Hellenic Society (3 college credits): This course is to offer insights of the Greek American experience throughout the centuries from the discovery of America to the present.\u00a0 Students should be both fascinated and excited to learn that from the time of Columbus the Greek human element was present in the New World; that the first Greek settlement was in St. Augustine, Florida; that Americans went to Greece and fought in the War of Greek Independence because they felt so strongly about\u00a0 Greece; that in the development of America Greeks played significant roles from workers building the transcontinental railroad to being professors at esteemed academic institutions; that Greek Americans have had enormous successes in business, government, and in research institutes; that Greek Americans have held high positions of responsibility, like the Greek American Commandant of the U.S. Naval Academy in the second half of the 19th Century; that the first Greek American (and Greece-born at that) U.S. Congressman came from Wisconsin in the third quarter of the 19th Century; that the United States organized the Greek-American Battalion which eventually fought gallantly and was highly decorated by the French government for its valiant contribution during World War II in France; that U.S. Major General Gus Pagonis, when ordered by General Colin Powell to develop a supply plan for Desert Shield in Iraq in 1990, he applied — with modifications for present-day requirements \u2013 the plan Alexander the Great developed for his march through Asia; and so much more.\u00a0 They might even learn that after the dastardly Turkish invasion of Cyprus, when our U.S. policy-makers were not responding because there was not much outcry from an otherwise unaware American public, the Greek restaurateurs in downtown Chicago shutdown their restaurants one Monday noon, to the confusion of the public, which was educated that day outside the closed restaurants, in turn compelling their then-Senator Charles Percy ultimately to support the Greek cause in Washington.
\n Spring semester: Orthodoxy in the Americas (3 college credits): Not to be taught as evangelical, this course should inform of the background of Orthodoxy as a religion but in the sociological sense, and explain how it is conducted in Diaspora, and how it is associated with Greece and with the Ecumenical Patriarchate in Constantinople.<\/p>\n

Post-High School\/Pre-College Summer<\/strong><\/p>\n

The Hellenic Studies Program of the University of South Florida make arrangements with the Aristotelian University of Thessaloniki, or another high-level academic institution in Greece,\u00a0 for a six-week, two-course summer program, granting 6 college credits, for Introduction to Classical Greek (3 college credits), and Advanced Modern Greek (3 college credits).
\n Introduction to Classical Greek may be offered 8:00 – 9:30 a.m. and Advanced Modern Greek may be offered 9:30 – 11:00 a.m., daily.\u00a0 The latter should be followed by an internship experience, with each student assigned from 11:30 a.m. to 2:00 p.m. to a local store to be exposed to direct conversation with the people.\u00a0 On weekends, the program should include visits to museums, archaeological sites and other points of pedagogical importance, while weekend evenings be\u00a0 spent frequenting local tavernas and other community functions for the social acquaintance of the participants.<\/p>\n

Curriculum Distribution<\/strong><\/p>\n

1)\u00a0\u00a0 \u00a0The four semesters of elementary and Modern Greek satisfy the two-year, twelve-credit foreign language requirement of any college or university.
\n 2)\u00a0\u00a0 \u00a0The two semesters of history satisfy the one-year, six-credit social science requirement of any college or university.
\n 3)\u00a0\u00a0 \u00a0The two semesters of community life and Orthodoxy (not in religious sense) satisfy the one-year, six-credit humanities requirement of any college or university.
\n 4)\u00a0\u00a0 \u00a0The two summer-study-in-Greece courses satisfy group or elective requirements of any college or university.<\/p>\n

Adjunct Faculty Recruitment<\/strong><\/p>\n

1)\u00a0\u00a0 \u00a0Each community recruit potential faculty for adjunct appointment, upon approval by the University of South Florida Hellenic Studies Program.
\n 2)\u00a0\u00a0 \u00a0With regard to faculty for Modern Greek language instruction, each community has individuals well-educated in Greece who can teach college-level elementary and intermediate Modern Greek, under existing or to-be-developed guidelines of the South Florida\u2019s Hellenic Studies Program.
\n 3)\u00a0\u00a0 \u00a0For Ancient Greek History, a professor of Greek History from a\u00a0 local college or university should be recruited.\u00a0 Most colleges and universities offer at least one course of Ancient Greek History.
\n 4)\u00a0\u00a0 \u00a0For Modern Greek History, reliance should be placed on Greece-educated persons who meet South Florida\u2019s Hellenic Studies Program requirements, and who will teach in accordance with the Program\u2019s existing or new guidelines.
\n 5)\u00a0\u00a0 \u00a0The American Hellenic Society course may be taught by a Greek American professor or teacher who meets the requirements of the University of South Florida Hellenic Studies Program, and in accordance with its guidelines.\u00a0 To prepare selected faculty to teach this course \u2013 and perhaps others, the University\u2019s Hellenic Studies Program may conduct a one-to-two-week intensive preparatory summer course on the campus and\/or in a suitable facility in Greece.
\n 6)\u00a0\u00a0 \u00a0The course on Orthodoxy in the Americas may be taught by the local priest or a qualified lay person, at the approval of South Florida\u2019s Hellenic Studies Program.
\n 7)\u00a0\u00a0 \u00a0The post-high school\/pre-college summer study in Greece should be considered as an ordinary \u201cstudy abroad program,\u201d with six college credits credited directly to each attending student\u2019s academic file at the University of South Florida.<\/p>\n

Tuition and expenses<\/strong><\/p>\n

1)\u00a0\u00a0 \u00a0Tuition may be assessed per course at the beginning of each term, the amount to be determined by the University.
\n 2)\u00a0\u00a0 \u00a0In addition to payment to adjunct faculty, a percentage to be determined should be provided to the local parish for expenses of holding classes on its premises.<\/p>\n

College Credit<\/strong><\/p>\n

\u00b7\u00a0\u00a0 \u00a0All courses should be accumulated as \u201ccollege credits\u201d toward a degree from the University of South Florida.\u00a0 High school graduates who have attended the University\u2019s Hellenic Studies Program and decide to continue their studies at the University of South Florida will be entering with thirty (30) credits, the equivalent of one year of tertiary education.
\n \u00b7\u00a0\u00a0 \u00a0High school graduates, who desire to attend another tertiary institution, should be able to apply for transfer transcript of their accumulated academic credits.<\/p>\n

Success<\/strong><\/p>\n

The success of this proposal depends on the \u2018structure\u2019 and administration determined by the Hellenic Studies Program of the University of South Florida, and by the benefits of the concept explained to the Hellenic communities across our nation for participation.<\/p>\n

Results<\/strong><\/p>\n

The successful implementation and operation of this proposed plan should have illimitable positive results.\u00a0 For one, the plan should create long-lasting enthusiasm at least to most members of the Greek Orthodox communities.\u00a0 Second, it should provide for the general education in the Greek language, heritage and culture, and deepen knowledge of our Hellenic heritage and Orthodox religion.\u00a0 Third, it should create renewed interest, participation, and advocacy for and of our culture, heritage, community, and faith.\u00a0 Fourth, it should be of considerable financial help in these times of high educational costs.\u00a0 Fifth, it could shorten tertiary education by one year, a financial saving in itself.\u00a0 Sixth, it should provide a new impetus to our American Hellenic society, proving the significance and importance of its existence.\u00a0 Seventh, it should better equip our youth to enter our now expanding multicultural and interdependent world.\u00a0 Eighth, it should prepare our young to be better educated individuals because of the benefits that better education provides.\u00a0 Ninth, no matter what the ultimate major field of study, it should provide each student completing the thirty-credit curriculum with a minor in Hellenic studies.\u00a0 And last, but certainly not least, it should make elementary-grade Greek afternoon and evening schools more relevant as preparatory for the Hellenic studies college-level program while in high school.\u00a0 A highly valuable added advantage will be the newly-developed bonds that young Greek Americans will establish with the country of their ancestry, knowing and feeling their Hellenism.<\/p>\n

The Purpose<\/strong><\/p>\n

The purpose of this proposal is to consider the needs and determine relevant solutions to the issue of paideia confronting our American Hellenic Society, in conjunction with the Hellenic Studies Program of the University of South Florida.\u00a0 Implementing this or a similar proposal should make the University\u2019s Hellenic Studies Program even more relevant in providing expanded educational services to the American Hellenic communities, as they work, together, for the preservation and maintenance of our Greek heritage and culture.\u00a0 Eventually it could, and should, become the educational guiding light of our ethnicity.<\/p>\n

Conclusion<\/strong><\/p>\n

The proposed plan will require the particular attention every Hellenic community in America.\u00a0 It is strongly recommended than when finalized to the satisfaction of the best professional judgment of the Hellenic Studies Program of the University of South Florida — if the proposal is adopted, it be released to all American Hellenic press and information media for wide coverage.<\/p>\n

Epilogue<\/strong><\/p>\n

Aristotle advocated that \u201cthe fate of empires rests on the education of youth.\u201d\u00a0 I think you agree with me that the fate of the Empire of Hellenism rests on the education of our young Hellenes.\u00a0 Therefore, in closing I want to do like a coach who gives to his players his final inspiration before the kickoff, tipoff, or first pitch, for the task ahead may be difficult but the objective is noble.\u00a0 I wish to recite three stanzas of George Veritis\u2019 poem: \u201cKourayio,\u201d as it was provided fairly recently to me in Wilmington, Delaware by one of our retired clergy, Father George Giannaris:<\/p>\n

\u03a4\u03cc\u03bd \u03c0\u03cd\u03c1\u03b3\u03bf \u03c7\u03c4\u03af\u03b6\u03bf\u03c5\u03bc\u03b5 \u03cc\u03bb\u03bf\u03b9 \u03b1\u03bd\u03c4\u03ac\u03bc\u03b1,
\n \u03ba\u03b1\u03af \u03c3\u03c4\u03cc \u03a7\u03c1\u03b9\u03c3\u03c4\u03cc \u03ba\u03ac\u03bd\u03bf\u03c5\u03bc\u03b5 \u03c4\u03ac\u03bc\u03b1
\n \u03ba\u03b1\u03bd\u03ad\u03bd\u03b1\u03c2 \u03bc\u03b1\u03c2 \u03bd\u03ac \u03bc\u03ae \u03c3\u03c4\u03b1\u03b8\u03ae,
\n \u03ce\u03c3\u03c0\u03bf\u03c5 \u03b7 \u03b4\u03bf\u03c5\u03bb\u03b9\u03ac \u03bc\u03b1\u03c2 \u03bd\u03ac \u03c4\u03b5\u03bb\u03b5\u03b9\u03ce\u03c3\u03b7,
\n \u03c3\u03c4\u03cc \u03b2\u03c1\u03ac\u03c7\u03bf \u03bf \u03c0\u03cd\u03c1\u03b3\u03bf\u03c2 \u03bd\u03ac \u03c1\u03b9\u03b6\u03ce\u03c3\u03b7
\n \u03ba\u03b9\u2019 \u03af\u03c3\u03b1 \u03bc\u03ad \u03c4\u2019 \u03ac\u03c3\u03c4\u03c1\u03b1 \u03bd\u03ac \u03c5\u03c8\u03c9\u03b8\u03ae!<\/p>\n

\u0386\u03bb\u03bb\u03bf\u03b9 \u03b1\u03b3\u03ba\u03c9\u03bd\u03ac\u03c1\u03b9\u03b1 \u03c0\u03b5\u03bb\u03b5\u03ba\u03ac\u03bd\u03b5,
\n \u03ba\u03b9\u2019 \u03ac\u03bb\u03bb\u03bf\u03b9 \u03c4\u2019 \u03b1\u03c3\u03b2\u03ad\u03c3\u03c4\u03b9 \u03ba\u03bf\u03c5\u03b2\u03b1\u03bb\u03ac\u03bd\u03b5
\n \u03ba\u03b1\u03af \u03c6\u03c4\u03b9\u03ac\u03bd\u03bf\u03c5\u03bd\u03b5 \u03c0\u03b7\u03bb\u03cc \u03b1\u03c0\u2019 \u03c4\u03ae \u03b3\u03ae.
\n \u039a\u03b1\u03b8\u03b5\u03af\u03c2 \u03c4\u03cc\u03bd \u03ba\u03cc\u03c0\u03bf \u03c4\u03bf\u03c5 \u03b8\u03ac \u03b2\u03ac\u03bb\u03b7,
\n \u03ba\u03b9\u2019 \u03b5\u03af\u03bd\u03b1\u03b9 \u03bc\u03b9\u03ba\u03c1\u03bf\u03af \u03ba\u03b9\u2019 \u03b5\u03af\u03bd\u03b1\u03b9 \u03bc\u03b5\u03b3\u03ac\u03bb\u03bf\u03b9
\n \u03ba\u03b9\u2019 \u03ac\u03bb\u03bb\u03bf\u03b9 \u03bc\u03b1\u03c3\u03c4\u03cc\u03c1\u03bf\u03b9, \u03ac\u03bb\u03bb\u03bf\u03b9 \u2018\u03c0\u03bf\u03c5\u03c1\u03b3\u03bf\u03af.<\/p>\n

\u03a4\u03cc\u03bd \u03c0\u03cd\u03c1\u03b3\u03bf \u03c7\u03c4\u03af\u03b6\u03bf\u03c5\u03bc\u03b5 \u03cc\u03bb\u03bf\u03b9 \u03b1\u03bd\u03c4\u03ac\u03bc\u03b1,
\n \u03ba\u03bf\u03c5\u03c1\u03ac\u03b3\u03b9\u03bf, \u03b1\u03b4\u03ad\u03bb\u03c6\u03b9\u03b1, \u03b3\u03b9\u03ac \u03c4\u03cc \u03c4\u03ac\u03bc\u03b1
\n \u03c0\u03bf\u03cd\u03c7\u03bf\u03bc\u03b5 \u03ba\u03ac\u03bd\u03b5\u03b9 \u03c3\u03c4\u03cc \u03a7\u03c1\u03b9\u03c3\u03c4\u03cc.
\n \u038c\u03bb\u03bf\u03b9 \u03bc\u03ad \u03ba\u03ad\u03c6\u03b9 \u03ac\u03c2 \u03b5\u03c1\u03b3\u03b1\u03c3\u03c4\u03bf\u03cd\u03bc\u03b5,
\n \u03ba\u03b1\u03af \u03bc\u03ad \u03c7\u03b1\u03c1\u03ac \u03ac\u03c2 \u03b1\u03b3\u03c9\u03bd\u03b9\u03c3\u03c4\u03bf\u03cd\u03bc\u03b5
\n \u03b3\u03b9\u03ac \u03bd\u03ac \u03c4\u03cc \u03ba\u03ac\u03bd\u03bf\u03c5\u03bc\u03b5 \u03c3\u03c9\u03c3\u03c4\u03cc!<\/p>\n

————————————
\n 1\u00a0\u00a0 \u00a0 A contribution from the Advisory Council on Hellenic Education of the Hellenic\u00a0 Link, Inc.<\/p>\n","protected":false},"excerpt":{"rendered":"

HELLENIC PAIDEIA: COLLEGE LEVEL EDUCATION FOR HIGH SCHOOL STUDENTS1 Dean C. Lomis, Ph.D. Emeritus Director, International Center University of Delaware, Newark, DE Prologue When asked how much educated men were superior to uneducated, Aristotle replied: \u201cAs much as the living are to the dead.\u201d Euripides advocated: \u201cWho so neglects learning in his youth, loses the […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-478","post","type-post","status-publish","format-standard","hentry","category-news-articles"],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/478","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=478"}],"version-history":[{"count":5,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/478\/revisions"}],"predecessor-version":[{"id":528,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/478\/revisions\/528"}],"wp:attachment":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=478"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=478"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=478"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}