Merge pull request #2797 from OpenGreekAndLatin/new_submissions

(new_submissions) fixes to tlg0544 batch
OpenGreekAndLatin · Sep 16, 2024 · 5ee531e · 5ee531e
2 parents 3bbb721 + e9af5c2
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diff --git a/data/tlg0544/tlg001/tlg0544.tlg001.1st1K-eng1.xml b/data/tlg0544/tlg001/tlg0544.tlg001.1st1K-eng1.xml
@@ -5990,11 +5990,13 @@ now conclude therewith our Second Book of Outlines.</p></div>
 </div> 
 
 <div type="textpart" subtype="book" n="3">
+ <div type="textpart" subtype="chapter" n="0">
+ <div type="textpart" subtype="section" n="1">
+ <p>Concerning the logical division of what is called ‟Philosophy”<note n="a" resp="Loeb">For the Stoic division of ‟Philosophy” into three parts—logic, physics and ethics—see ii. 13.</note> the foregoing account may suffice by way of outline.</p></div></div>
 
 <div type="textpart" subtype="chapter" n="1">
 <head>Chapter I.—Of The Physical Division</head>
 <div type="textpart" subtype="section" n="1">
- <p rend="align(indent)"><note n="1" resp="William Roush">In the Loeb edition of this text, this line appears before chapter one. For alignment purposes, it has been placed in Chatper 1 of Book 3.</note>Concerning the logical division of what is called ‟Philosophy”<note n="a" resp="Loeb">For the Stoic division of ‟Philosophy” into three parts—logic, physics and ethics—see ii. 13.</note> the foregoing account may suffice by way of outline.</p>
 <p rend="align(indent)">Pursuing the same method of exposition in our
 investigation of the Physical division of Philosophy,
 we shall not refute each of their statements in order,
@@ -9080,13 +9082,13 @@ But if neither the expert teaches the expert, nor the non-expert the non-
 expert, nor the non-expert the expert, nor the expert
 the non-expert, and these are all the alternatives
 possible, then neither the teacher exists nor the
-taught.</p> 
-<p rend="align(indent)">And if neither the learner nor the teacher exists,
-the method of teaching also is abolished.</p></div>
-</div> 
+taught.</p> </div></div>
+
 
 <div type="textpart" subtype="chapter" n="30">
 <head>Chapter XXX.—Does There Exist Any Method Of Learning?</head>
+<div type="textpart" subtype="section" n="265">
+ <p rend="align(indent)">And if neither the learner nor the teacher exists, the method of teaching also is abolished.</p></div>
 <div type="textpart" subtype="section" n="266"><p>
 And it is no less disputed on the following grounds. The method
 of teaching comes to exist either by ocular evidence
@@ -9179,15 +9181,13 @@ Yet even were one to grant, as an act of bounty,
 that this visionary art of living is imparted to someone,
 it will show itself to be hurtful to its possessors,
 and a cause of perturbation, rather than beneficial.</p> 
-<p rend="align(indent)">Thus, for instance—to take a few arguments out
-of many by way of example—the art of living might
-be thought to benefit the wise man by furnishing
-him with temperance<note n="a" resp="Loeb">For the Stoic definition of this virtue cf. Adv. Phys. i. 153. It denotes ‟self-mastery” by which the rational self (or ‟Logos”) overcomes the irrational appetites and passions.</note> in his impulses towards good
-and repulsions from evil.</p></div>
+</div>
 </div> 
 
 <div type="textpart" subtype="chapter" n="31">
 <head>Chapter XXXI.—Does The Art Of Living Benefit Its Possessor?</head>
+ <div type="textpart" subtype="section" n="273"> 
+ <p rend="align(indent)">Thus, for instance—to take a few arguments out of many by way of example—the art of living might be thought to benefit the wise man by furnishing him with temperance<note n="a" resp="Loeb">For the Stoic definition of this virtue cf. Adv. Phys. i. 153. It denotes ‟self-mastery” by which the rational self (or ‟Logos”) overcomes the irrational appetites and passions.</note> in his impulses towards good and repulsions from evil.</p></div>
 <div type="textpart" subtype="section" n="274"><p>
 He, then, who is termed by them a temperate sage is called temperate either in
 virtue of his never feeling the impulse towards good