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 55
someone else to do that task is a sign of their status and/or wealth.) The
first-century BCE author of the Rhetorica ad Herennium disparages
the copying of full texts:
The laborious is not necessarily the excellent. There are many things
requiring labour which you would not necessarily boast of having done
— unless, to be sure, you thought it a glorious feat to have transcribed
by your own hand whole dramas or speeches! (72).
Thus, one finds that many of the grapho-literate individuals in the
ancient world employed slaves or freedmen who had been trained as
copyists (73). The use of copyists, via one’s own means or patronage (74),
displayed that one had the ability to avoid the menial task of writing.
This does not mean that rhetoricians, procurators, rabbis, or Pharisees
did not compose their own letters and writings from time to time (75).
They most certainly did, as demonstrations of this literacy were critical
to their authority, as it was critical even for Petaus — only a town clerk
— to demonstrate his limited abilities. Significant in this respect is that
the author of the Rhetorica does not disparage compositional writing or
epistolary writing, but the rote copying of entire works. Quintilian
(first century CE) shows how different gradations of writing were
regarded as status symbols:
The art of writing well and quickly [i.e., shorthand] is not unimportant
for our purpose, though it is generally disregarded by persons of
quality. Writing is of the utmost importance in the study which we
have under consideration and by its means alone can true and deeply
rooted proficiency be obtained. But a sluggish pen delays our thoughts,
while an unformed and illiterate hand cannot be deciphered, a
circumstance which necessitates another wearisome task, namely the
dictation of what we have written to a copyist. We shall therefore at all
times and in all places, and above all when we are writing private
letters to our friends, find a gratification in the thought that we have not
neglected even this accomplishment (76).
(72) Rhet. Her. 4.4.6 (CAPLAN, LCL).
(73) Many, perhaps most, early Christian copyists were slaves or freedmen.
See HAINES-EITZEN, Guardians of Letters, 21-40.
(74) According to Eusebius, Hist. eccl. 6.23, Ambrose was a patron of Origen,
providing short-hand writers, copyists, and calligraphers for him. Jerome, Vir. ill.
61, also notes this fact.
(75) BAGNALL, Reading Papyri, 25. See also the ca. 400 CE carving of a
Roman vicar in the act of writing his name, even though scribes attend him on
either side, in J. NATANSON, Early Christian Ivories (London 1953), figure 8.
(76) Quintilian, Inst. 1.1.28-29 (BUTLER, LCL).