Chris Keith, «'In My Own Hand': Grapho-Literacy and the Apostle Paul», Vol. 89 (2008) 39-58
Recent research in the school papyri of Egypt, especially Oxyrhychus, has illuminated our understanding of the pedagogical process in the Greco-Roman world. Particularly interesting in this respect is the acquisition and social function of grapho-literacy (i.e., the ability to compose writing). Since few were literate, and of those few, fewer could read than could write, understanding how one gained grapho-literacy, who gained grapho-literacy, and how that literacy was employed in day to day life shines new light on passages such as 1 Cor 16,21, Gal 6,11, Col 4,18, 2 Thess 3,17, and Phlm 19. In these passages, Paul draws attention
to the fact that he has personally written in the text. This paper will argue that these passages are not merely interesting asides, but rather significantly heighten the
rhetorical force of the text. They draw attention not only to Paul’s grapho-literacy, but also to his ability to avoid using it.
“In My Own Handâ€: Grapho-Literacy and the Apostle Paul 53
signed the papers passing through his office (65). Youtie notes the irony
of Petaus’ defence of the other town clerk:
“He was in effect offering a defence not only of Ischyrion, against
whom the accusation had been directed, but also of himself and his
own procedure†(66).
Though Petaus is not literate enough to correct a simple mistake, he
certainly considers himself literate.
Against such a literary landscape, where few could write but those
who could found it to be a significant accomplishment, it is now
appropriate to consider the Pauline passages that call attention to Paul’s
ability to write th/' ejmh/' ceiriv. For the sake of clarity, I note here that an
individual such as Petaus is important for understanding Paul’s
demonstrations of grapho-literacy not because Paul’s literate
competency was comparable with Petaus’ — Paul clearly had
progressed pedagogically further — but rather because Petaus’
example displays the social significance of using what literate skills
one had.
III. A Grapho-Literate Paul
Cribiore discusses the phenomenon of attaching an epistolary
greeting in one’s own hand as evidence that one of the education
process’ primary goals was simply to enable students to participate in
literate culture (67). She states:
There can be no doubt that inhabitants of Graeco-Roman Egypt
preferred to sign documents and letters in their clumsy, belaboured
characters than be considered among illiterates. It was better to possess
and exhibit the skill in limited and imperfect degree, however difficult
and unpleasant to the eye their efforts were (68).
This observation may pertain to interpretations of Paul’s “big
letters†in Gal 6,11. While the material evidence of unskilled writers
(65) For more on Petaus, see HAINES-EITZEN, Guardians of Letters, 27-28;
KRAUS, “(Il)literacyâ€, 119-121; KRAUS, “Slow Writersâ€, 131-133; MACDONALD,
“Literacyâ€, 53; E.G. TURNER, Greek Papyri. An Introduction (Oxford 1968) 83;
H.C. YOUTIE, “AGRAMMATOS: An Aspect of Greek Society in Egyptâ€, in
Scriptiunculae II, 621-622; repr. from HSCP 75 (1971); YOUTIE, “Bradevw"
grafwnâ€, 239-244.
v
(66) YOUTIE, “Bradevw" gravfwnâ€, 239-240.
(67) CRIBIORE, Writing, 4-5, 7, 10.
(68) CRIBIORE, Writing, 10.