A few years ago, when I was still teaching at the University of Chicago, I had my first Chinese graduate students, a couple of earnest Beijingers who had come to the Committee on Social Thought hoping to bump into the ghost of Leo Strauss, the German-Jewish political philosopher who established his career at the university. Given the mute deference they were accustomed to giving their professors, it was hard to make out just what these young men were looking for, in Chicago or Strauss. They attended courses and worked diligently, but otherwise kept to themselves. They were in but not of Hyde Park. At the end of their first year, I called one of them into my office to offer a little advice. He was obviously thoughtful and serious, and was already well known in Beijing intellectual circles for his writings and his translations of Western books in sociology and philosophy into Chinese. But his inability to express himself in written or spoken English had frustrated us both in a course of mine he had just taken. I began asking about his summer plans, eventually steering the conversation to the subject of English immersion programs, which I suggested he look into. “Why?” he asked. A little flummoxed, I said the obvious thing: that mastering English would allow him to engage with foreign scholars and advance his career at home. He smiled in a slightly patronizing way and said, “I am not so sure.” Now fully flummoxed, I asked what he would be doing instead. “Oh, I will do language, but Latin, not English.” It was my turn to ask why. “I think it very important we study Romans, not just Greeks. Romans built an empire over many centuries. We must learn from them.” When he left, it was clear that I was being dismissed, not him.
more from Mark Lilla at TNR here.