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(new_submissions) fixes to tlg0544 batch #2797

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Sep 16, 2024
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(new_submissions) fixes to tlg0544 batch #2797

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(new_submissions) adding sections and fixing english file #2791
lcerrato Sep 14, 2024
e9af5c2
Merge branch 'new_submissions' of https://github.com/OpenGreekAndLati…
lcerrato Sep 14, 2024
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20 changes: 10 additions & 10 deletions data/tlg0544/tlg001/tlg0544.tlg001.1st1K-eng1.xml
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Expand Up @@ -5990,11 +5990,13 @@ now conclude therewith our Second Book of Outlines.</p></div>
</div>

<div type="textpart" subtype="book" n="3">
<div type="textpart" subtype="chapter" n="0">
<div type="textpart" subtype="section" n="1">
<p>Concerning the logical division of what is called ‟Philosophy”<note n="a" resp="Loeb">For the Stoic division of ‟Philosophy” into three parts—logic, physics and ethics—see ii. 13.</note> the foregoing account may suffice by way of outline.</p></div></div>

<div type="textpart" subtype="chapter" n="1">
<head>Chapter I.—Of The Physical Division</head>
<div type="textpart" subtype="section" n="1">
<p rend="align(indent)"><note n="1" resp="William Roush">In the Loeb edition of this text, this line appears before chapter one. For alignment purposes, it has been placed in Chatper 1 of Book 3.</note>Concerning the logical division of what is called ‟Philosophy”<note n="a" resp="Loeb">For the Stoic division of ‟Philosophy” into three parts—logic, physics and ethics—see ii. 13.</note> the foregoing account may suffice by way of outline.</p>
<p rend="align(indent)">Pursuing the same method of exposition in our
investigation of the Physical division of Philosophy,
we shall not refute each of their statements in order,
Expand Down Expand Up @@ -9080,13 +9082,13 @@ But if neither the expert teaches the expert, nor the non-expert the non-
expert, nor the non-expert the expert, nor the expert
the non-expert, and these are all the alternatives
possible, then neither the teacher exists nor the
taught.</p>
<p rend="align(indent)">And if neither the learner nor the teacher exists,
the method of teaching also is abolished.</p></div>
</div>
taught.</p> </div></div>


<div type="textpart" subtype="chapter" n="30">
<head>Chapter XXX.—Does There Exist Any Method Of Learning?</head>
<div type="textpart" subtype="section" n="265">
<p rend="align(indent)">And if neither the learner nor the teacher exists, the method of teaching also is abolished.</p></div>
<div type="textpart" subtype="section" n="266"><p>
And it is no less disputed on the following grounds. The method
of teaching comes to exist either by ocular evidence
Expand Down Expand Up @@ -9179,15 +9181,13 @@ Yet even were one to grant, as an act of bounty,
that this visionary art of living is imparted to someone,
it will show itself to be hurtful to its possessors,
and a cause of perturbation, rather than beneficial.</p>
<p rend="align(indent)">Thus, for instance—to take a few arguments out
of many by way of example—the art of living might
be thought to benefit the wise man by furnishing
him with temperance<note n="a" resp="Loeb">For the Stoic definition of this virtue cf. Adv. Phys. i. 153. It denotes ‟self-mastery” by which the rational self (or ‟Logos”) overcomes the irrational appetites and passions.</note> in his impulses towards good
and repulsions from evil.</p></div>
</div>
</div>

<div type="textpart" subtype="chapter" n="31">
<head>Chapter XXXI.—Does The Art Of Living Benefit Its Possessor?</head>
<div type="textpart" subtype="section" n="273">
<p rend="align(indent)">Thus, for instance—to take a few arguments out of many by way of example—the art of living might be thought to benefit the wise man by furnishing him with temperance<note n="a" resp="Loeb">For the Stoic definition of this virtue cf. Adv. Phys. i. 153. It denotes ‟self-mastery” by which the rational self (or ‟Logos”) overcomes the irrational appetites and passions.</note> in his impulses towards good and repulsions from evil.</p></div>
<div type="textpart" subtype="section" n="274"><p>
He, then, who is termed by them a temperate sage is called temperate either in
virtue of his never feeling the impulse towards good
Expand Down
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