Greek Texts & Translations

O Stranger of Athens, you are not, perhaps, aware that our family is, in fact, a “proxenus” ^note of your State. It is probably true of all children that, when once they have been told that they are “proxeni” of a certain State, they conceive an affection for that State even from infancy, and each of them regards it as a second mother-land, next after his own country. That is precisely the feeling I now experience. For through hearing mere children crying out— 642cwhenever they, being the Lacedaemonians, were blaming the Athenians for anything or praising them—“Your State, Megillus, has done us a bad turn or a good one,”—through hearing such remarks, I say, and constantly fighting your battles against those who were thus decrying your State, I acquired a deep affection for it; so that now not only do I delight in your accent, but I regard as absolutely true the common saying that “good Athenians are always incomparably good,” for they alone are good 642dnot by outward compulsion but by inner disposition. Thus, so far as I am concerned, you may speak without fear and say all you please.

My story, too, Stranger, when you hear it, will show you that you may boldly say all you wish. You have probably heard how that inspired man Epimenides, who was a family connection of ours, was born in Crete; and how ten years ^note before the Persian War, in obedience to the oracle of the god, he went to Athens and offered certain sacrifices which the god had ordained; and how, moreover, when the Athenians were alarmed at the Persians' expeditionary force, 642ehe made this prophecy—“They will not come for ten years, and when they do come, they will return back again with all their hopes frustrated, and after suffering more woes than they inflict.” Then our forefathers became guest-friends of yours, and ever since both my fathers and I myself 643ahave cherished an affection for Athens.

Evidently, then, you are both ready to play your part as listeners. But as for my part, though the will is there, to compass the task is hard: still, I must try. In the first place, then, our argument requires that we should define education and describe its effects: that is the path on which our present discourse must proceed until it finally arrives at the god of Wine.

By all means let us do so, since it is your wish. 643b

Then while I am stating how education ought to be defined, you must be considering whether you are satisfied with my statement.

Proceed with your statement.

I will. What I assert is that every man who is going to be good at any pursuit must practice that special pursuit from infancy, by using all the implements of his pursuit both in his play and in his work. For example, the man who is to make a good builder 643cmust play at building toy houses, and to make a good farmer he must play at tilling land; and those who are rearing them must provide each child with toy tools modelled on real ones. Besides this, they ought to have elementary instruction in all the necessary subjects,—the carpenter, for instance, being taught in play the use of rule and measure, the soldier taught riding or some similar accomplishment. So, by means of their games, we should endeavor to turn the tastes and desires of the children in the direction of that object which forms their ultimate goal. First and foremost, 643deducation, we say, consists in that right nurture which most strongly draws the soul of the child when at play to a love for that pursuit of which, when he becomes a man, he must possess a perfect mastery. Now consider, as I said before, whether, up to this point, you are satisfied with this statement of mine.

Certainly we are.

But we must not allow our description of education to remain indefinite. For at present, when censuring or commending a man's upbringing, we describe one man 643eas educated and another as uneducated, though the latter may often be uncommonly well educated in the trade of a pedlar or a skipper, or some other similar occupation. But we, naturally, in our present discourse are not taking the view that such things as these make up education: the education we speak of is training from childhood in goodness, which makes a man eagerly desirous of becoming a perfect citizen, understanding how both to rule and be ruled righteously. This is the special form of nurture 644ato which, as I suppose, our present argument would confine the term “education” whereas an upbringing which aims only at money-making or physical strength, or even some mental accomplishment devoid of reason and justice, it would term vulgar and illiberal and utterly unworthy of the name “education.” Let us not, however, quarrel over a name, but let us abide by the statement we agreed upon just now, that those who are rightly educated become, as a rule, good, 644band that one should in no case disparage education, since it stands first among the finest gifts that are given to the best men; and if ever it errs from the right path, but can be put straight again, to this task every man, so long as he lives, must address himself with all his might.

You are right, and we agree with what you say.

Further, we agreed long ago that if men are capable of ruling themselves, they are good, but if incapable, bad.

Quite true.

Let us, then, re-state more clearly