(1) The mode however of teaching through symbols, was considered by Pythagoras as most necessary. For this form of erudition was cultivated by nearly all the Greeks, as being most ancient. But it was transcendently honored by the Egyptians, and adopted by them in the most diversified manner. Conformably to this, therefore, it will be found, that great attention was paid to it by Pythagoras, if any one clearly unfolds the significations and arcane conceptions of the Pythagoric symbols, and thus developes the great rectitude and truth they contain, and liberates them from their enigmatic form. For they are adapted according to a simple and uniform doctrine, to the great geniuses of these philosophers, and deify in a manner which surpasses human conception.

For those who came from this school, and especially the most ancient Pythagoreans, and also those young men who were the disciples of Pythagoras when he was an old man, viz. Philolaus and Eurytus, Charondas and Zaleucus, and Brysson, the elder Archytas also, and Aristæus, Lysis and Empedocles, Zanolxis and Epimenides, Milo and Leucippus, Alcmæon, Hippasus and Thymaridas, and all of that age, consisting of a multitude of learned men, and who were above measure excellent,—all these adopted this mode of teaching, in their discourses with each other, and in their commentaries and annotations. Their writings also, and all the books which they published, most of which have been preserved even to our time , were not composed by them in a popular and vulgar diction, and in a manner usual with all other writers, so as to be immediately understood, but in such a way as not to be easily apprehended by those that read them.

For they adopted that taciturnity which was instituted by Pythagoras as a law, in concealing after an arcane mode, divine mysteries from the uninitiated, and obscuring their writings and conferences with each other. Hence he who selecting these symbols does not unfold their meaning by an apposite exposition, will cause those who may happen to meet with them to consider them as ridiculous and inane, and as full of nugacity and garrulity. When, however, they are unfolded in a way conformable to these symbols, and become obvious and clear even to the multitude, instead of being obscure and dark, then they will be found to be analogous to prophetic sayings, and to the oracles of the Pythian Apollo. They will then also exhibit an admirable meaning, and will produce a divine afflatus in those who unite intellect with erudition.

Nor will it be improper to mention a few of them, in order that this mode of discipline may become more perspicuous: Enter not into a temple negligently, nor in short adore carelessly, not even though you should stand at the very doors themselves . Sacrifice and adore unshod. Declining from the public ways, walk in unfrequented paths. Speak not about Pythagoric concerns without light. And such are the outlines of the mode adopted by Pythagoras of teaching through symbols.

(1) Whence also the Egyptians did not entrust the mysteries they possessed to all and sundry, and did not divulge the knowledge of divine things to the profane; but only to those destined to ascend the throne, and those of the priests that were judged the worthiest, from their nurture, culture, and birth. Similar, then, to the Hebrew enigmas in respect to concealment, are those of the Egyptians also. Of the Egyptians, some show the sun on a ship, others on a crocodile. And they signify hereby, that the sun, making a passage through the delicious and moist air, generates time; which is symbolized by the crocodile in some other sacerdotal account. Further, at Diospolis in Egypt, on the temple called Pylon, there was figured a boy as the symbol of production, and an old man as that of decay. A hawk, on the other hand, was the symbol of God, as a fish of hate; and, according to a different symbolism, the crocodile; of impudence. The whole symbol, then, when put together, appears to teach this: "Oh ye who are born and die, God hates impudence."