Part 11 (1/2)
True.
He will not be a good guardian who is wanting in either of these two qualities; and yet the combination of them appears to be impossible; and hence we must infer that to be a good guardian is impossible.
I am afraid that what you say is true, he replied.
Here feeling perplexed I began to think over what had preceded.--My friend, I said, no wonder that we are in a perplexity; for we have lost sight of the image which we had before us.
What do you mean? he said.
I mean to say that there do exist natures gifted with those opposite qualities.
And where do you find them?
Many animals, I replied, furnish examples of them; our friend the dog is a very good one: you know that well-bred dogs are perfectly gentle to their familiars and acquaintances, and the reverse to strangers.
Yes, I know.
Then there is nothing impossible or out of the order of nature in our finding a guardian who has a similar combination of qualities?
Certainly not.
Would not he who is fitted to be a guardian, besides the spirited nature, need to have the qualities of a philosopher?
I do not apprehend your meaning.
The trait of which I am speaking, I replied, may be also seen in the dog, and is remarkable in the animal.
What trait?
Why, a dog, whenever he sees a stranger, is angry; when an acquaintance, he welcomes him, although the one has never done him any harm, nor the other any good. Did this never strike you as curious?
The matter never struck me before; but I quite recognise the truth of your remark.
And surely this instinct of the dog is very charming;--your dog is a true philosopher.
Why?
Why, because he distinguishes the face of a friend and of an enemy only by the criterion of knowing and not knowing. And must not an animal be a lover of learning who determines what he likes and dislikes by the test of knowledge and ignorance?
Most a.s.suredly.
And is not the love of learning the love of wisdom, which is philosophy?
They are the same, he replied.
And may we not say confidently of man also, that he who is likely to be gentle to his friends and acquaintances, must by nature be a lover of wisdom and knowledge?
That we may safely affirm.
Then he who is to be a really good and n.o.ble guardian of the State will require to unite in himself philosophy and spirit and swiftness and strength?
Undoubtedly.
Then we have found the desired natures; and now that we have found them, how are they to be reared and educated? Is not this an enquiry which may be expected to throw light on the greater enquiry which is our final end-- How do justice and injustice grow up in States? for we do not want either to omit what is to the point or to draw out the argument to an inconvenient length.
Adeimantus thought that the enquiry would be of great service to us.
Then, I said, my dear friend, the task must not be given up, even if somewhat long.
Certainly not.
Come then, and let us pa.s.s a leisure hour in story-telling, and our story shall be the education of our heroes.
By all means.
And what shall be their education? Can we find a better than the traditional sort?--and this has two divisions, gymnastic for the body, and music for the soul.
True.
Shall we begin education with music, and go on to gymnastic afterwards?
By all means.
And when you speak of music, do you include literature or not?
I do.
And literature may be either true or false?
Yes.
And the young should be trained in both kinds, and we begin with the false?
I do not understand your meaning, he said.
You know, I said, that we begin by telling children stories which, though not wholly dest.i.tute of truth, are in the main fict.i.tious; and these stories are told them when they are not of an age to learn gymnastics.
Very true.
That was my meaning when I said that we must teach music before gymnastics.
Quite right, he said.
You know also that the beginning is the most important part of any work, especially in the case of a young and tender thing; for that is the time at which the character is being formed and the desired impression is more readily taken.
Quite true.
And shall we just carelessly allow children to hear any casual tales which may be devised by casual persons, and to receive into their minds ideas for the most part the very opposite of those which we should wish them to have when they are grown up?
We cannot.