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What education is, and how children ought to be instructed, is what should be well known; for there are doubts concerning the business of it, as all people do not agree in those things they would have a child taught, both with respect to their improvement in virtue and a happy life: nor is it clear whether the object of it should be to improve the reason or rectify the morals. From the present mode of education we cannot determine with certainty to which men incline, whether to instruct a child in what will be useful to him in life; or what tends to virtue, and what is excellent: for all these things have their separate defenders. As to virtue, there is no particular [1337b] in which they all agree: for as all do not equally esteem all virtues, it reasonably follows that they will not cultivate the same. It is evident that what is necessary ought to be taught to all: but that which is necessary for one is not necessary for all; for there ought to be a distinction between the employment of a freeman and a slave. The first of these should be taught everything useful which will not make those who know it mean. Every work is to be esteemed mean, and every art and every discipline which renders the body, the mind, or the understanding of freemen unfit for the habit and practice of virtue: for which reason all those arts which tend to deform the body are called mean, and all those employments which are exercised for gain; for they take off from the freedom of the mind and render it sordid. There are also some liberal arts which are not improper for freemen to apply to in a certain degree; but to endeavour to acquire a perfect skill in them is exposed to the faults I have just mentioned; for there is a great deal of difference in the reason for which any one does or learns anything: for it is not illiberal to engage in it for one's self, one's friend, or in the cause of virtue; while, at the same time, to do it for the sake of another may seem to be acting the part of a servant and a slave. The mode of instruction which now prevails seems to partake of both parts.
There are four things which it is usual to teach children—reading, gymnastic exercises, and music, to which (in the fourth place) some add painting. Reading and painting are both of them of singular use in life, and gymnastic exercises, as productive of courage. As to music, some persons may doubt, as most persons now use it for the sake of pleasure: but those who originally made it part of education did it because, as has been already said, nature requires that we should not only be properly employed, but to be able to enjoy leisure honourably: for this (to repeat what I have already said) is of all things the principal. But, though both labour and rest are necessary, yet the latter is preferable to the first; and by all means we ought to learn what we should do when at rest: for we ought not to employ that time at play; for then play would be the necessary business of our lives. But if this cannot be, play is more necessary for those who labour than those who are at rest: for he who labours requires relaxation; which play will supply: for as labour is attended with pain and continued exertion, it is necessary that play should be introduced, under proper regulations, as a medicine: for such an employment of the mind is a relaxation to it, and eases with pleasure. [1338a] Now rest itself seems to partake of pleasure, of happiness, and an agreeable life: but this cannot be theirs who labour, but theirs who are at rest; for he who labours, labours for the sake of some end which he has not: but happiness is an end which all persons think is attended with pleasure and not with pain: but all persons do not agree in making this pleasure consist in the same thing; for each one has his particular standard, correspondent to his own habits; but the best man proposes the best pleasure, and that which arises from the noblest actions. But it is evident, that to live a life of rest there are some things which a man must learn and be instructed in; and that the object of this learning and this instruction centres in their acquisition: but the learning and instruction which is given for labour has for its object other things; for which reason the ancients made music a part of education; not as a thing necessary, for it is not of that nature, nor as a thing useful, as reading, in the common course of life, or for managing of a family, or for learning anything as useful in public life. Painting also seems useful to enable a man to judge more accurately of the productions of the finer arts: nor is it like the gymnastic exercises, which contribute to health and strength; for neither of these things do we see produced by music; there remains for it then to be the employment of our rest, which they had in view who introduced it; and, thinking it a proper employment for freemen, to them they allotted it; as Homer sings:
"How right to call Thalia to the feast:"
and of some others he says:
"The bard was call'd, to ravish every ear:"
and, in another place, he makes Ulysses say the happiest part of man's life is
"When at the festal board, in order plac'd, They hear the song."
It is evident, then, that there is a certain education in which a child may be instructed, not as useful nor as necessary, but as noble and liberal: but whether this is one or more than one, and of what sort they are, and how to be taught, shall be considered hereafter: we are now got so far on our way as to show that we have the testimony of the ancients in our favour, by what they have delivered down upon education—for music makes this plain. Moreover, it is necessary to instruct children in what is useful, not only on account of its being useful in itself, as, for instance, to learn to read, but also as the means of acquiring other different sorts of instruction: thus they should be instructed in painting, not only to prevent their being mistaken in purchasing pictures, or in buying or selling of vases, but rather as it makes [1338b] them judges of the beauties of the human form; for to be always hunting after the profitable ill agrees with great and freeborn souls. As it is evident whether a boy should be first taught morals or reasoning, and whether his body or his understanding should be first cultivated, it is plain that boys should be first put under the care of the different masters of the gymnastic arts, both to form their bodies and teach them their exercises.
Now those states which seem to take the greatest care of their children's education, bestow their chief attention on wrestling, though it both prevents the increase of the body and hurts the form of it. This fault the Lacedaemonians did not fall into, for they made their children fierce by painful labour, as chiefly useful to inspire them with courage: though, as we have already often said, this is neither the only thing nor the principal thing necessary to attend to; and even with respect to this they may not thus attain their end; for we do not find either in other animals, or other nations, that courage necessarily attends the most cruel, but rather the milder, and those who have the dispositions of lions: for there are many people who are eager both to kill men and to devour human flesh, as the Achaeans and Heniochi in Pontus, and many others in Asia, some of whom are as bad, others worse than these, who indeed live by tyranny, but are men of no courage. Nay, we know that the Lacedaemonians themselves, while they continued those painful labours, and were superior to all others (though now they are inferior to many, both in war and gymnastic exercises), did not acquire their superiority by training their youth to these exercises, but because those who were disciplined opposed those who were not disciplined at all. What is fair and honourable ought then to take place in education of what is fierce and cruel: for it is not a wolf, nor any other wild beast, which will brave any noble danger, but rather a good man. So that those who permit boys to engage too earnestly in these exercises, while they do not take care to instruct them in what is necessary to do, to speak the real truth, render them mean and vile, accomplished only in one duty of a citizen, and in every other respect, as reason evinces, good for nothing. Nor should we form our judgments from past events, but from what we see at present: for now they have rivals in their mode of education, whereas formerly they had not. That gymnastic exercises are useful, and in what manner, is admitted; for during youth it is very proper to go through a course of those which are most gentle, omitting that violent diet and those painful exercises which are prescribed as necessary; that they may not prevent the growth of the body: and it is no small proof that they have this effect, that amongst the Olympic candidates we can scarce find two or three who have gained a victory both when boys and men: because the necessary exercises they went through when young deprived them of their strength. When they have allotted three years from the time of puberty to other parts of education, they are then of a proper age to submit to labour and a regulated diet; for it is impossible for the mind and body both to labour at the same time, as they are productive of contrary evils to each other; the labour of the body preventing the progress of the mind, and the mind of the body.
