亚理斯多德对于两性错误的见解带来很大的负面作用，因为整个中世纪时期受到他（而不是柏拉图）的看法的影响。教会也因此继承了一种歧视女性的观点，而事实上，这种观点在圣经上是毫无根据的。耶稣基督当然不是一个仇视妇女的人。
今天就到此为止吧。我会再和你联络的。
苏菲把信又读了一遍，读到一半时，她把信纸放回棕色的信封内，仍然坐着发呆。
她突然察觉到房间内是如何凌乱：地板上到处放着书本与讲义夹，袜子、毛衣、衬衣与牛仔裤有一半露在衣橱外，书桌前的椅子上放着一大堆待洗的脏衣服。
她突然有一股无法抗拒的冲动，想要把房间清理一下。首先她把所有的衣服都拉出衣橱，丢在地板上，因为她觉得有必要从头做起。然后她开始把东西折得整整齐齐的，叠在架子上。衣橱共有七格，一格放内衣，一格放袜子与衬衣，一格放牛仔裤。她轮流把每 一格放满。她从不曾怀疑过什么东西应该放哪里。脏衣服总是放在最底下一格的一个塑胶袋内。但是现在有一样东西她不知道该放哪里，那就是一只白色的及膝的袜子。因为，另外一只不见了。何况，苏菲从来没有过这样的袜子。
苏菲仔细地看着这只袜子，看了一两分钟。袜子上并没有任何标记，但苏菲非常怀疑它的主人究竟是谁。她把它丢到最上面一格，和积木、录影带与丝巾放在一起。
现在，苏菲开始把注意力放在地板上。她把书本、讲义夹、杂志与海报加以分类，就像她的哲学老师在讲到亚理斯多德时形容的一般。完成后，她开始铺床并整理书桌。
最后，她把所有关于亚理斯多德的信纸叠好，并找出一个没有用的讲义夹和一个打孔机，在每一张信纸上打几个洞，然后夹进讲义夹中，并且把这个讲义夹放在衣橱最上一格，白袜子的旁边。她决定今天要把饼干盒从密洞中拿出来。
从今以后，她将把一切收拾得井然有序。她指的可不止是房间而已。在读了亚理斯多德的学说后，她领悟到她应该把自己的思想也整理得有条不紊。她已经将衣橱的最上面一格留作这样的用途。
这是房间内唯一一个她还没有办法完全掌握的地方。
妈妈已经有两个多小时没有动静了。苏菲走下楼。在把妈妈叫醒之前，她决定先喂她的宠物。
她躬身在厨房里的金鱼缸前看着。三条鱼中，有一条是黑色的，一条是橘色的，另一条则红、白相间。这是为什么她管它们叫黑水手、金冠与小红帽的缘故。
当她把鱼饲料撒进水中时，她说：“你们属于大自然中的生物。
你们可以吸收养分、可以生长并且繁殖下一代。更精确地说，你们属于动物王国，因此你们可以移动并且看着外面的这个世界。再说得精确些，你们是鱼，用鳃呼吸，并且可以在生命的水域中游来游去。”
苏菲把饲料罐的盖子合上。她很满意自己把金鱼放在大自然的层级中的方式，更满意自己所想出来的“生命的水域”这样的词句。现在，该喂那些鹦哥了。
苏菲倒了一点鸟食在鸟杯中，并且说：“亲爱的史密特和史穆尔，你们之所以成为鹦哥是因为你们从小鹦哥的蛋里生出来，也是因为那些蛋具有成为鹦哥的形式。你们运气不错，没有变成叫声很难听的鹦鹉。”
然后，苏菲进入那间大浴室。她的乌龟正在里面一个大盒子里缓缓爬动。以前妈妈不时在洗澡时大声嚷嚷说，总有一天她要把那只乌龟弄死。不过，到目前为让，她并没有这样做。苏菲从一个大果酱罐子里拿了一片莴苣叶，放在盒子里。
“亲爱的葛文达，”她说，“你并不是世间跑得最快的动物之一，但是你当然能够感觉到一小部分我们所生活的这个伟大世界。你应该知足了，因为你并不是唯一无法超越自己限制的生物。”
雪儿也许正在外面抓老鼠，毕竟这是猫的天性。苏菲穿过客厅，走向妈妈的卧室。一瓶水仙花正放在茶几上，苏菲经过时，那些黄色的花朵仿佛正向她弯腰致敬。她在花旁停驻了一会儿，用手指轻轻抚摸着那光滑的花瓣。
她说：“你们也是属于大自然的生物。事实上，比起装着你们的花瓶来说，你们是非常幸福的。不过很可惜的是你们无法了解这点。”
然后苏菲蹑手蹑脚地进入妈妈的房间。虽然妈妈正在熟睡，但苏菲仍用一只手放在她的额头上。
“你是最幸运的一个。”她说，“因为你不像原野里的百合花一样，只是活着而已，也不像雪儿或葛文达一样，只是一种生物。你是人类，因此具有难能可贵的思考能力。”
“苏菲，你到底在说什么?”妈妈比平常醒得更快。
“我只是说你看起来像一只懒洋洋的乌龟。还有，我要告诉你，我已经用哲学家般严谨的方法把房间收拾干净了。”
妈妈抬起头。
“我就来。”她说，“请你把咖啡拿出来好吗？”
苏菲遵照妈妈的嘱咐。很快地，她们已经坐在厨房里，喝着咖啡、果汁和巧克力。
突然间，苏菲问道；“妈，你有没有想过为什么我们会活着?”
“天哪!你又来了!”
“因为我现在知道答案了。人活在这个星球上是为了替每东西取名字。”
“是吗?我倒没有这样想过。”
“那你的问题可大了，因为人是会思考的动物。如果你不思考，就不算是人。”
“苏菲！”
“你有没有想过，如果世间只有植物和动物，就没有人可以区分猫和狗、百合与鹅莓之间的不同。植物和动物虽然也活着，但我们是唯一可以将大自然加以分类的生物。”
“我怎么会生出像你这样古怪的女儿?”妈妈说。
“我倒希望自己古怪一点。”苏菲说。“每一个人或多或少都有些古怪。我是个人，因此或多或少总有些古怪。你只有一个女儿，因此我可以算是最古怪的。”
“我的意思是你刚才讲的那些话可把我吓坏了。”
“那你真是太容易受到惊吓了。”
那天下午，苏菲回到密洞。她设法偷偷地将大饼干盒运回楼上的房间，妈妈一点也没有发现。
回到房间后，她首先将所有的信纸按次序排列。然后她把每一张信纸打洞，并放在讲义夹内亚理斯多德那一章之前。最后她在每一页的右上角写上页序。总共有五十多页。她要自己编纂一本有关哲学的书。虽然不是她写的，却是专门为她写的。
她没有时间写星期一的功课了。明天宗教知识这门课或许会考试，不过老师常说他比较重视学生用功的程度和价值判断。苏菲觉得自己在这两方面都开始有一些基础了。
Hellenism
... a spark from the fire
Although the philosophy teacher had begun sending his letters directly to the old hedge, Sophie nevertheless looked in the mailbox on Monday morning, more out of habit than anything else.
It was empty, not surprisingly. She began to walk down Clover Close.
Suddenly she noticed a photograph lying on the sidewalk. It was a picture of a white jeep and a blue flag with the letters UN on it. Wasn't that the United Nations flag?
Sophie turned the picture over and saw that it was a regular postcard. To "Hilde Moller Knag, c/o Sophie Amundsen ..." It had a Norwegian stamp and was postmarked "UN Battalion" Friday June 15, 1990.
June 15! That was Sofie's birthday!
The card read:
Dear Hilde, I assume you are still celebrating your 15th birthday. Or is this the morning after? Anyway, it makes no difference to your present. In a sense, that will last a lifetime. But I'd like to wish you a happy birthday one more time. Perhaps you understand now why I send the cards to Sophie. I am sure she will pass them on to you.
P.S. Mom said you had lost your wallet. I hereby promise to reimburse you the 150 crowns. You will probably be able to get another school I.D. before they close for the summer vacation. Love from Dad.
Sophie stood glued to the spot. When was the previous card postmarked? She seemed to recall that the postcard of the beach was also postmarked June--even though it was a whole month off. She simply hadn't looked properly.
She glanced at her watch and then ran back to the house. She would just have to be late for school today!
Sophie let herself in and leaped upstairs to her room. She found the first postcard to Hilde under the red silk scarf. Yes! It was also postmarked June 15! Sophie's birthday and the day before the summer vacation.
Her mind was racing as she ran over to the supermarket to meet Joanna.
Who was Hilde? How could her father as good as take it for granted that Sophie would find her? In any case, it was senseless of him to send Sophie the cards instead of sending them directly to his daughter. It could not possibly be because he didn't know his own daughter's address. Was it a practical joke? Was he trying to surprise his daughter on her birthday by getting a perfect stranger to play detective and mailman? Was that why she was being given a month's headstart? And was using her as the go-between a way of giving his daughter a new girlfriend as a birthday present? Could she be the present that would "last a lifetime"?
If this joker really was in Lebanon, how had he gotten hold of Sophie's address? Also, Sophie and Hilde had at least two things in common. If Hilde's birthday was June 15, they were both born on the same day. And they both had fathers who were on the other side of the globe.
Sophie felt she was being drawn into an unnatural world. Maybe it was not so dumb after all to believe in fate. Still--she shouldn't be jumping to conclusions; it could all have a perfectly natural explanation. But how had Alberto Knox found Hilde's wallet when Hilde lived in Lillesand? Lillesand was hundreds of miles away. And why had Sophie found this postcard on her sidewalk? Did it fall out of the mailman's bag just as he got to Sophie's mailbox? If so, why should he drop this particular card?
"Are you completely insane?" Joanna burst out when Sophie finally made it to the supermarket.
"Sorry!"
Joanna frowned at her severely, like a schoolteacher.
"You'd better have a good explanation."
"It has to do with the UN," said Sophie. "I was detained by hostile troops in Lebanon."
"Sure ... You're just in love!"
They ran to school as fast as their legs could carry them.
The Religious Knowledge test that Sophie had not had time to prepare for was given out in the third period. The sheet read:
PHILOSOPHY OF LIFE AND TOLERANCE
1. Make a list of things we can know. Then make a list of things we can only believe.
2. Indicate some of the factors contributing to a person's philosophy of life.
3. What is meant by conscience? Do you think conscience is the same for everyone?
4. What is meant by priority of values?
Sophie sat thinking for a long time before she started to write. Could she use any of the ideas she had learned from Alberto Knox? She was going to have to, because she had not opened her Religious Knowledge book for days. Once she began to write, the words simply flowed from her pen.
She wrote that we know the moon is not made of green cheese and that there are also craters on the dark side of the moon, that both Socrates and Jesus were sentenced to death, that everybody has to die sooner or later, that the great temples on the Acropolis were built after the Persian wars in the fifth century B.C. and that the most important oracle in ancient Greece was the oracle at Delphi. As examples of what we can only believe, Sophie mentioned the questions of whether or not there is life on other planets, whether God exists or not, whether there is life after death, and whether Jesus was the son of God or merely a wise man. "We can certainly not know where the world came from," she wrote, completing her list. "The universe can be compared to a large rabbit pulled out of a top hat. Philosophers try to climb up one of the fine hairs of the rabbit's fur and stare straight into the eyes of the Great Magician. Whether they will ever succeed is an open question. But if each philosopher climbed onto another one's back, they would get even higher up in the rabbit's fur, and then, in my opinion, there would be some chance they would make it some day. P.S. In the Bible there is something that could have been one of the fine hairs of the rabbit's fur. The hair was called the Tower of Babel, and it was destroyed because the Magician didn't want the tiny human insects to crawl up that high out of the white rabbit he had just created."
Then there was the next question: "Indicate some of the factors contributing to a person's philosophy of life." Upbringing and environment were important here. People living at the time of Plato had a different philosophy of life than many people have today because they lived in a different age and a different environment. Another factor was the kind of experience people chose to get themselves. Common sense was not determined by environment. Everybody had that. Maybe one could compare environment and social situation with the conditions that existed deep down in Plato's cave. By using their intelligence individuals can start to drag themselves up from the darkness. But a journey like that requires personal courage. Socrates is a good example of a person who managed to free himself from the prevailing views of his time by his own intelligence. Finally, she wrote: "Nowadays, people of many lands and cultures are being intermingled more and more. Christians, Muslims, and Buddhists may live in the same apartment building. In which case it is more important to accept each other's beliefs than to ask why everyone does not believe the same thing."
Not bad, thought Sophie. She certainly felt she had covered some ground with what she had learned from her philosophy teacher. And she could always supplement it with a dash of her own common sense and what she might have read and heard elsewhere.
She applied herself to the third question: "What is meant by conscience? Do you think conscience is the same for everyone?" This was something they had discussed a lot in class. Sophie wrote: Conscience is people's ability to respond to right and wrong. My personal opinion is that everyone is endowed with this ability, so in other words, conscience is innate. Socrates would have said the same. But just what conscience dictates can vary a lot from one person to the next. One could say that the Sophists had a point here. They thought that right and wrong is something mainly determined by the environment the individual grows up in. Socrates, on the other hand, believed that conscience is the same for everyone. Perhaps both views were right. Even if everybody doesn't feel guilty about showing themselves naked, most people will have a bad conscience if they are really mean to someone. Still, it must be remembered that having a conscience is not the same as using it. Sometimes it looks as if people act quite unscrupulously, but I believe they also have a kind of conscience somewhere, deep down. Just as it seems as if some people have no sense at all, but that's only because they are not using it. P.S. Common sense and conscience can both be compared to a muscle. If you don't use a muscle, it gets weaker and weaker."
Now there was only one question left: "What is meant by priority of values?" This was another thing they had discussed a lot lately. For example, it could be of value to drive a car and get quickly from one place to another. But if driving led to deforestation and polluting the natural environment, you were facing a choice of values. After careful consideration Sophie felt she had come to the conclusion that healthy forests and a pure environment were more valuable than getting to work quickly. She gave several more examples. Finally she wrote: "Personally, I think Philosophy is a more important subject than English Grammar. It would therefore be a sensible priority of values to have Philosophy on the timetable and cut down a bit on English lessons."
In the last break the teacher drew Sophie aside.
"I have already read your Religion test," he said. "It was near the top of the pile."
"I hope it gave you some food for thought."
"That was exactly what I wanted to talk to you about. It was in many ways very mature. Surprisingly so. And self-reliant. But had you done your homework, Sophie?"
Sophie fidgeted a little.
"Well, you did say it was important to have a personal point of view."
"Well, yes I did ... but there are limits."
Sophie looked him straight in the eye. She felt she could permit herself this after all she had experienced lately.
"I have started studying philosophy," she said. "It gives one a good background for personal opinions."
"But it doesn't make it easy for me to grade your paper. It will either be a D or an A."
"Because I was either quite right or quite wrong? Is that what you're saying?"
"So let's say A," said the teacher. "But next time, do your homework!"
When Sophie got home from school that afternoon, she flung her schoolbag on the steps and ran down to the den. A brown envelope lay on top of the gnarled roots. It was quite dry around the edges, so it must have been a long time since Hermes had dropped it.
She took the envelope with her and let herself in the front door. She fed the animals and then went upstairs to her room. Lying on her bed, she opened Alberto's letter and read:
HELLENISM
Here we are again, Sophie! Having read about the natural philosophers and Socrates, Plato, and Aristotle, you are now familiar with the foundations of European philosophy. So from now on we will drop the introductory questions which you earlier received in white envelopes. I imagine you probably have plenty of other assignments and tests at school.
I shall now tell you about the long period from Aristotle near the end of the fourth century B.C. right up to the early Middle Ages around A.D. 400. Notice that we can now write both B.C. and A.D. because Christianity was in fact one of the most important, and the most mysterious, factors of the period.
Aristotle died in the year 322 B.C., at the time when Athens had lost its dominant role. This was not least due to the political upheavals resulting from the conquests of Alexander the Great (356-323 B.C.).
Alexander the Great was the King of Macedonia. Aristotle was also from Macedonia, and for a time he was even the young Alexander's tutor. It was Alexander who won the final, decisive victory over the Persians. And moreover, Sophie, with his many conquests he linked both Egypt and the Orient as far east as India to the Greek civilization.
