He went to Nicopolis, across Actium in Epirus, where he conducted his own school. He was so well regarded and highly esteemed that he established the reputation of the place as the town of Epictetus’ school. Students came from Athens and Rome to attend his classes. Private citizens came to ask his advice and guidance. Some of his students returned to their homes to enter the traditional careers to which they were socially obligated. Others assumed the philosophic way of life in order to escape into the sphere of Stoic freedom.
Among the students was a young Roman, Flavius Arrian, who took courses at Nicopolis when Epictetus was already old. Flavius, who was born in 108 A.D., was one of the intimates of Hadrian, who made him consul in 130 A.D. He probably studied with Epictetus between the years 123 and 126 A.D. The informal philosophical talks which Epictetus had with his students fascinated him. Needless to say there were also systematic courses in the fields of philosophy. But it was the informal discourses which convinced Arrian that he had finally discovered a Stoic Socrates or a Stoic Diogenes, who was not merely teaching a doctrine, but also living the truth. Arrian recorded many of the discourses and informal conversations of Epictetus with his intimate students. He took them down in shorthand in order not to lose the ineffable liveliness, grace, and wit of the beloved teacher. Arrian retired into private life after the death of Hadrian in 138 A.D. and dedicated himself to his literary work. He published his notes on Epictetus’ teaching under the title: Discourses in Four Books. The Enchiridion, which was also arranged by Arrian, is a brief summary of the basic ideas of Stoic philosophy and an introduction to the techniques required to transform Stoic philosophy into a way of life.
Thus we do not have any original writings of Epictetus. Like G. H. Mead in recent times, he was completely dedicated to the human and intellectual problems of his students. He left it for them to preserve what they considered to be the lasting message of the teacher. In contrast to