• The Child Who Would Be King •

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Today’s lesson is about Alexander The Great, king of Macedonia and conqueror of the world. In his day, Alexander was known for incredible feats, conquering the Persian Empire and leading his people into the Hellenistic era, which would also lay the groundwork for the Roman Empire that would come much later. But even after his death, Alexander’s likeness lived on in the stories told about him, so that he himself became synonymous with the Western world and the kings that ruled it, not unlike the god that some legends claimed his lineage, Zeus. He makes appearances in many works over the years, including the talmud, the quran and a number of collections of stories about him heralded under the title The Alexander Romance. Today’s excerpt is from Plutarch’s Parallel Lives, where he compared the feats and exploits of various Greek and Roman figures, of whom none stand out more than Alexander The Great.

The legend in question comes from the days of Alexander’s youth. A particularly famous story, which other versions of were recorded in other texts, this one tells of how Alexander first met and tamed his horse, Bucephalus, whom he loved so dearly that he mourned his eventual death during his military campaign and named a city after in his honor - Alexandria Bucephalus. The version of this story from Plutarch goes as such:

Once upon a time Philoneicus the Thessalian brought Bucephalas, offering to sell him to Philip for thirteen talents,⁠ and they went down into the plain to try the horse, who appeared to be savage and altogether intractable, neither allowing any one to mount him, nor heeding the voice of any of Philip's attendants, but rearing up against all of them. Then Philip was vexed and ordered the horse to be led away, believing him to be altogether wild and unbroken; but Alexander, who was near by, said: "What a horse they are losing, because, for lack of skill and courage, they cannot manage him!" At first, then, Philip held his peace; but as Alexander many times let fall such words and showed great distress, he said: "Dost thou find fault with thine elders in the belief that thou knowest more than they do or art better able to manage a horse?" "This horse, at any rate," said Alexander, "I could manage better than others have." "And if thou shouldst not, what penalty wilt thou undergo for thy rashness?" "Indeed," said Alexander, "I will forfeit the price of the horse." There was laughter at this, and then an agreement between father and son as to the forfeiture, and at once Alexander ran to the horse, took hold of his bridle-rein, and turned him towards the sun; for he had noticed, as it would seem, that the horse was greatly disturbed by the sight of his own shadow falling in front of him and dancing about. And after he had calmed the horse a little in this way, and had stroked him with his hand, when he saw that he was full of spirit and courage, he quietly cast aside his mantle and with a light spring safely bestrode him. Then, with a little pressure of the reins on the bit, and without striking him or tearing his mouth, he held him in hand;⁠ but when he saw that the horse was rid of the fear that had beset him, and was impatient for the course, he gave him his head, and at last urged him on with sterner tone and thrust of foot. Philip and his company were speechless with anxiety at first; but when Alexander made the turn in proper fashion and came back to them proud and exultant, all the rest broke into loud cries, but his father, as we are told, actually shed tears of joy, and when Alexander had dismounted, kissed him, saying: "My son, seek thee out a kingdom equal to thyself; Macedonia has not room for thee."
--- Plutarch, Parallel Lives: Bernadotte Perrin Translation

As we can see in this text, in the ancient world the expectation of children was not unlike that of our modern day - To heed and respect their elders for their experience and wisdom. Alexander’s initial plea to his father was brushed off and even at his urging Philip made a point of making him agree to a punishment for the disrespect, should he prove to be unable to meet the expectations of his boasting.

But then, as now, sometimes children do know better than their elders and are able to see unique perspectives that those who came before them may be blind to for their years or preconceived ideas about something. This story of Alexander gives us a unique insight into when, even when we might be considered stepping outside of what is “expected” or “proper” for us to do, it is still worth speaking up and challenging authority. By holding to his convictions and considering the situation before him for himself, Alexander was not only able to stop a perceived error on the part of his elders, but also prove himself to them in the meanwhile.

I bring you the following questions to think about for today's discussion.
These are just things to get the discussion started and you can feel free to explore other ideas or thoughts if you have them:

Before Alexander jumped into the situation, he first took his time to observe it and let the attendants handle it. In doing so, he was able to learn some important information about what was wrong and could make different decisions that ultimately led to his success where others had failed before him. This advice, of watching in silence, is something that also was encouraged by the philosophical cult of the Pythagoreans, who required that their initiates first sit and merely watch the gatherings without speaking. What does this say about the value of observing versus acting? How might we apply that value to situations in our own lives and with our own practices?
When Alexander speaks up to refute his father, Philip first asks him what penalty he will suffer if his words are proven to be rash. In Plato’s Crito, Socrates talks about the rights of parents to beat their children and compares this to the rights of the state to execute him and this is used as reasoning for Socrates as to why he does not try to flee or argue the verdict of his death, despite the pleading of his companions. From these examples, we can see that the Ancient Greeks valued the idea of obedience and subservience to authority, even at the detriment to oneself, but the two highlight different ways of approaching that expectation. In what ways is the situation with Philip and Alexander similar to that of Socrates and the city of Athens? In what ways is it different? What role does punishment from authority play in both examples? Is this similar or different to the ways that authority might punish us today for actions that we take?
In the end, Alexander was able to prove himself to his father and his attendants, being praised for doing something that none of them could do. What do you think might have given Alexander the ability to outshine his superiors in this way? Is it merely his divine nature or are there certain skills and lessons that might have been implemented in this situation that we, too, can learn to utilize? Do you think that the response Alexander received from his father and the attendants was appropriate for the situation? Why or why not? Have you ever been in a situation like Alexander has and has the authority who you looked up to responded similarly to you? Why do you think they did or did not do that?
Alexander went on, in his adulthood, to challenge many who would try and stop him, eventually proving to eventually conquer the Persian Empire and lead the Hellenic world into a whole new era, which we now call the Hellenistic Era. How do you think these experiences from his youth, if they were true, might have influenced his resolve in this later feat? Given the decisions he eventually made, do you think that moments like this were ultimately good or bad? Do you think that, knowing about the kind of man Alexander the Great was said to grow into, you would have made a different decision than Philip in this moment? Why or why not?

And for today's homework assignment:

Take some time today or in the next couple of days, when a chaotic situation is happening in front of you - And it is safe to do so - simply to observe without initially jumping in to act. Take note of what you’re able to learn about the situation simply by watching. Do you find that you’re able to see things you were not initially able to observe by jumping into action? Do you find that these kinds of situations are easier or harder if you wait? Does your security in knowing you could fix the problem easily make it easier or harder to not jump in right away? Write a journal entry or spend some time talking to your gods about the experience and what it might have been like to be Alexander in that moment based on your own situation.