1
No sooner had I left off school, being then well on in my teens, than my father and his friends began to discuss what he should have me taught next. Most of them thought that higher education required great labour, much time, considerable expense, and conspicuous social position, while our circumstances were but moderate and demanded . speedy relief; but that if I were to learn one of the handicrafts, in the first place I myself would immediately receive my support from the trade instead of continuing to share the family table at my age; besides, at no distant day I would delight my father by bringing home my earnings regularly.
2
The next topic for discussion was opened by raising the question, which of the trades was best, easiest to learn, suitable for a man of free birth, required an outfit that was easy to come by, and offered an income that was sufficient. Each praised a different trade, according to his own judgement or experience; but my father looked at my uncle (for among the company was my uncle on my mother’s side, who had the reputation of being an excellent. sculptor) and said: “It isn’t right that any other trade should have the preference while you are by. Come, take this lad in hand’—with a gesture toward me—“and teach him to be a good stone-cutter, mason, and sculptor, for he is capable of it, since, as you know, he has a natural gift for it.”’ He drew this inference from the way in which I had played with wax; for whenever my teachers dismissed me I would scrape the wax from my tablets and model cattle or horses or even men, and’ they were true to life, my father thought. I used to get thrashings from my teachers on account of them, but at that time they brought me praise for my cleverness, and good hopes were entertained of me, on the ground that I would soon learn the trade, to judge from that modelling.
