Praefatio Prima

Praefatio Prima

I felt compelled to write a treatise on the education of princes, particularly because I find much to criticize in the behavior of rulers and leaders who are responsible for guiding and informing others, both by example and by authority. For what kind of leader today would not extend power over all the movements of the soul, over every desire and indulgence of the flesh, and over every kind of tyrannical atrocity, as if anything that pleases is permissible, and as if one could walk along without measuring one's steps or intentions? Who today is a prince that pays attention to the sacrament of anointing kings, to the crown, the scepter, and each insignia, and considers what they mean for himself? Therefore, in the writings of the ancients, uneducated rulers are regarded as donkeys, even when crowned. Who today is a prince, considering that he is an exile, a fragile and corruptible being, a worthless corpse after death? According to that philosophical response to the tyrant, who had recently been anointed as king and was now to be elevated to emperor, he boasted to the one asking, "What was I, what am I, what will I be?" " — Vile seed, a vessel of dung, food for worms." It is said that Alexander the Great, gradually ascending to honors and boasting about it, received this response from the philosopher Dionysius. Moreover, who today is chosen to fulfill that canonical description of a pastoral man, or will he complete it in a few words? Who is the protector of orphans and the fatherless? Who is a faithful steward of the goods of the Church? So, to ensure that we remain silent about the soul being placed for the sheep, who today is a pastor that, having received only milk and wool, shows even a little concern for the flock? Today, we see few leaders in our communities who indulge in worldly matters far more than in the responsibilities of their pastoral duties. There are indeed pastors who seek not to feed but to be fed; there are leaders who desire to be in charge, not to serve. There are bishops who seek not the dignity of their office but its name, not the burden but the honor. Such princes and those chosen by us now give cause for this with their pen. Therefore, this work is divided into three parts: the first discusses how to instruct a leader through various testimonies from authors, both theologians and those from other traditions; the second and third parts teach the principles of governance through examples. However, since our writings, which were once youthful, have now been dedicated to the task at hand; . . . In the course of many years, various works have been produced, some published for princes and others for the learned, but today we present new writings; although they are excellent, they arise from the innate malice of this final age, bringing hatred to their authors, and envy and offense to others, not reward or grace to those who compare them. We will present our efforts, which, with divine favor, our diligence may yet bring forth for posterity, to those worthy of them, and without the bitterness of praise, we will extol the labors of each learned person, recalling that noble saying of Cicero, 'Let us despise the present fruits and serve the glory of posterity'; for as he said, 'The course is brief, but glory is everlasting.' And remember what Pliny said: "Whatever you do, let glory be always before your eyes and eternity." If we ever have works to present from the writings of modern princes, which have been elaborated with greater care, we will certainly choose one that seems more worthy to be presented, namely, Ludowicus, the first son of Philip, king of the Franks; because he has been thoroughly imbued with letters and liberal studies for many years (which virtue, indeed, is rarer among princes today, and where it exists, is far more precious and distinguished), and also because he is notable for his generosity; these two qualities are truly like gold among gems, so is the spirit of a prince. They adorn with distinction. Even if you feel weaker now and are closer to the final goal, the efforts of the educated in liberal arts and generous pursuits are not to be dismissed, nor should they expect any rewards from now on. How great is the desire for knowledge of letters among the leaders, and how evident are the examples of the chosen ones that invite us to this pursuit! They were more learned and educated, and in military matters, they were braver and more vigorous. Just as the great leader Alexander of Macedonia, Julius Caesar of the Romans, and Augustus Octavian, his nephew, were dedicated to the liberal arts, especially eloquence, it was so important to him that not a single day would pass without reading, writing, or dictating; and that he would strive for higher pursuits, just like Charles the Great, king of the Franks and Alemanni, who, as Alcuin testified, not only in his youth amidst martial and imperial affairs but even in his old age, never ceased to apply his mind to books and literature, dedicating all the time he had left to serious matters. Therefore, let praise flourish and let it be said that the prince of the kingdom, under whose authority both military and civil service thrive, whether armed or in civilian life, whether in martial or scholarly pursuits, should excel in both areas through diligent study. That too is worthy of note. Philosophical and military studies are often accompanied by one another, as seen in Greece under the Macedonians, under the Caesars in Rome, and also once in France under the Pipins and the Carlovingians, and even to this day in the royal lineage. Everywhere.