In Malthus's school, which was under Imperial control, some instruction in the Scriptures was given as a matter of course; as bread and water appear on the table even at banquets. But the main fare was Latin and Greek literature of good authorship. Such books encourage children to accurate expression, and thus to clear thought; and at the same time supply them with an extensive knowledge of history and geography and foreign customs. I have heard it argued that soldiers should not be educated, on the ground that among the most vigorous barbarian nations, such as the Goths and Franks, whose principal men are all soldiers by trade, book-learning is despised. But the proverb 'a scholar made is a soldier spoiled' applies, in my opinion, only to private soldiers, not to any sort of officer. At any rate, there has never, to my knowledge, been a general of repute in any nation of the world who was not cither to some degree educated or, if only poorly educated, did not regret this.
Belisarius in after life told his friends that the account of the long war between Athens and Sparta given by Thucydides, and Xenophon's account of fighting in Persia (both of which books were read and commented upon at Malthus's school at Adrianople) taught him more about the principles of war than he ever learnt in the military academy at Constantinople. At a military academy the instruction is in drill and simple tactics, and the use of siege-engines, and the duties of staff-officers, and military punctilio – the lesser rather than the greater arts of war. The greater arts are strategy, and the use of civil power and politics to assist military aims, and especially the art in which Belisarius learned to excel – the art of inspiring the love and confidence and obedience of his troops and so making good soldiers out of rabble. Belisarius held strategy to be a sort of applied geography, and in later years spent a deal of money on supplying himself with accurate maps: he had a professional map-maker, an Egyptian, always attached to his staff.
Belisarius used to say also that the training that he had been given at Malthus's school in accountancy and rhetoric and law had been of the utmost use to him: for Government officials, who excel in these civilian arts and are always very clannish, enjoy making fools of barbarian military commanders, whose chief qualities are courage, horsemanship, and skill with the lance or bow. He let them see that he was no barbarian, in spite of his name and in spite of his feats in hand-to-hand fighting, to which the smallness or cowardice of the forces at his disposal sometimes unwillingly reduced him. He would often call for the account-books of men under his command and, if there was a discrepancy anywhere, would point it out gravely, like a schoolmaster. In ordinary matters of law, too, such as the rules of procedure in a civil court and the rights of various classes of citizens and allies, he was not easily deceived by professional lawyers. Again, he knew enough rhetoric to be able to present a case simply and cogently, and not to be misled by ingenious arguments. For this he acknowledged a heavy debt to Malthus, who cared little for far-fetched allusions and fanciful tropes and Athenian traps and predicaments of logic. And it was a saying of Malthus's that a few well-armed words in disciplined formation would always prevail against words crowding along in enthusiastic disorganized mass.
On the first day of his attendance at school, Belisarius did not arrive in the early morning at seven o'clock, which was the usual hour, but shortly after noon, during the hour of intermission, when the boys were eating their luncheons in the schoolyard – such of them at least as did not live near by, so that they could go home quickly and eat and return. Now, it happened that in Adrianople it was not the custom, as at Constantinople and Rome and Athens and the great cities of Asia Minor, for a boy to come to school accompanied by a tutor as well as by a slave carrying his satchel of books for him. Even satchel-slaves were rare at this school. Thus the boys mistakenly thought that Belisarius must be the coddled sort of rich boy, since he came into the schoolyard with Palaeologus at his side, and Armenian John half a pace behind, and Andreas in attendance with the satchel.
One biggish lad, whose name was Uliaris, pointing at the venerable Palaeologus, called out: 'Tell me, bullies, is this grandfather bringing his grandchildren to our school to learn his hic, haec, hoc – or is it contrariwise?'
