The Education of Children (10-14)

Now the free-born child should not be allowed to go without some knowledge, both through hearing and observation, of every branch also of what is called general education; yet these he should learn only incidentally, just to get a taste of them, as it were (for perfection in everything is impossible), but philosophy he should honour above all else. I can perhaps make my opinion clear by means of a figure: for example, it is a fine thing to voyage about and view many cities, but profitable to dwell

only in the best one. And it was a clever saying of Bion, the philosopher, that, just as the suitors, not being able to approach Penelope, consorted with her maid-servants, so also do those who are not able to attain to philosophy wear themselves to a shadow over the other kinds of education which have no value. Wherefore it is necessary to make philosophy as it were the head and front of all education. For as regards the care of the body men have discovered two sciences, the medical and the gymnastic, of which the one implants health, the other sturdiness, in the body; but for the illnesses and affections of the mind philosophy alone is the remedy. For through philosophy and in company with philosophy it is possible to attain knowledge of what is honourable and what is shameful, what is just and what is unjust, what, in brief, is to be chosen and what to be avoided, how a man must bear himself in his relations with the gods, with his parents, with his elders, with the laws, with strangers, with those in authority, with friends, with women, with children, with servants; that one ought to reverence the gods, to honour one’s parents, to respect ones elders, to be obedient to the laws, to yield to those in authority, to love one’s friends, to be chaste with women, to be affectionate with children, and not to be overbearing with slaves; and, most important of all, not to be over joyful at success or overmuch distressed at misfortune, nor to be dissolute in pleasures, nor impulsive and brutish in temper. These things I regard as pre-eminent among all the advantages which accrue from philosophy. For to have a generous heart in prosperity shows a man, to excite no envy withal shows a disciplined nature; to rule pleasure by reason marks the wise man, and not every man can master his passion. But I regard as perfect, so far as men can be, those who are able to combine and mingle political capacity with philosophy; and I am inclined to think that these are secure in the possession of two things which are of the greatest good: a life useful to the world in their public position, and the calm and untroubled life in their pursuit of philosophy. For there are three forms of life, of which the first is the practical life, the second the contemplative life, and the third the life of enjoyment. The last, which is dissolute and enslaved to pleasure, is bestial and mean, but the contemplative life, which falls short in practice, is not useful, while the practical life which has no portion in philosophy, is without culture or taste. One must try, then, as well as one can, both to take part in public life, and to lay hold of philosophy so far as the opportunity is granted. Such was the life of Pericles as a public man, such was Archytas of Tarentum, such was Dion of Syracuse, such was Epaminondas of Thebes, of whom the next to the last was the associate of Plato.

In regard to education I do not know why it is necessary to take the time to say more; but in addition to the foregoing, it is useful, or rather it is necessary, not to be indifferent about acquiring the works of earlier writers, but to make a collection of these, like a set of tools in farming. For the corresponding tool of education is the use of books, and by their means it has come to pass that we are able to study knowledge at its source.

It is not proper, either, to overlook the exercise

of the body, but we should send the children to the trainer’s and cultivate adequately this side of education with all diligence, not merely for the sake of gracefulness of body but also with an eye to strength; for sturdiness of body in childhood is the foundation of a hale old age. Just as in fair weather, then, one ought to prepare for storm, so also in youth one should store up discipline and self-restraint as a provision for old age. But the amount of bodily exercise should be so limited as not to be a drain on the children and make them too tired to study; for, according to Plato, [*] sleep and weariness are the enemies of learning. But why do I introduce this subject here? Just because I am anxious to say that which is of greater importance than all the rest: it is for the contests of war that boys must be practised, by exercising themselves in throwing the javelin, shooting with the bow, and in hunting.

For the goods of the vanquished

in battle

are prizes offered to the victors.

[*] War has no place for a bodily condition produced by an indoor life, and a slenderly built soldier accustomed to military exercises forces his way through the masses of fleshy athletes.

But perchance someone may say, What is this? You, who have promised to give directions in regard to the education of free-born children, are now evidently disregarding the education of the poor children of the common people, and you acknowledge that you are offering your suggestions for the rich only. To these it is not difficult to make reply. My dearest wish would be that my scheme

of education should be generally useful; but if some, being needy in their private circumstances, shall be unable to avail themselves of my directions, let them lay the blame therefor upon fortune and not upon him who gives this counsel. Even the poor must endeavour, as well as they can, to provide the best education for their children, but, if that be impossible, then they must avail themselves of that which is within their means. I have burdened the discussion with this minor matter so as to connect therewith in due order the other topics which tend toward the right education of the young.

This also I assert, that children ought to be led to honourable practices by means of encouragement and reasoning, and most certainly not by blows or ill-treatment, for it surely is agreed that these are fitting rather for slaves than for the freeborn; for so they grow numb and shudder at their tasks, partly from the pain of the blows, partly from the degradation. Praise and reproof are more helpful for the free-born than any sort of ill-usage, since the praise incites them toward what is honourable, and reproof keeps them from what is disgraceful.

But rebukes and praise should be used alternately and in a variety of ways; it is well to choose some time when the children are full of confidence to put them to shame by rebuke, and then in turn to cheer them up by praises, and to imitate the nurses, who, when they have made their babies cry, in turn offer them the breast for comfort. Moreover in praising them it is essential not to excite and puff them up, for they are made conceited and spoiled by excess of praise.

In my time I have seen fathers in whom excessive affection had become the cause of no affection. What is it that I mean to say, in order that by the example I give I may make my argument more luminous? It is this: in their eagerness that their children may the sooner rank first in everything, they lay upon them unreasonable tasks, which the children find themselves unable to perform, and so come to grief; besides, being depressed by their unfortunate experiences, they do not respond to the instruction which they receive. For, just as plants are nourished by moderate applications of water, but are drowned by many in succession, in the same fashion the mind is made to grow by properly adapted tasks, but is submerged by those which are excessive. Children must be given some breathing-space from continued tasks, for we must bear in mind that our whole life is divided between relaxation and application. For this reason there have been created not only waking hours but also sleep, not only war but also peace, not only storm but also fair weather, not only periods of vigorous activity but also holidays. In short, rest gives relish to labour. We may observe that this holds true not merely in the case of living creatures, but also in the case of inanimate things, for we unstring bows and lyres that we may be able to tighten them again. The body, generally speaking, is maintained by hunger and its satisfaction, and the mind by relaxation and labour.

It is right to rebuke some fathers who, after entrusting their sons to attendants and masters, do not themselves take cognizance at all of their instruction by means of their own eyes or their own

ears. Herein they most fail in their duty; for they ought themselves every few days to test their children, and not rest their hopes upon the disposition of a hired person; for even those persons will devote more attention to the children if they know they must from time to time render an account. And in this connexion there is point as well as wit in the remark of the groom who said that nothing makes the horse so fat as the king’s eye.[*]

Above all, the memory of children should be trained and exercised; for this is, as it were, a storehouse of learning; and it is for this reason that the mythologists have made Memory the mother of the Muses, thereby intimating by an allegory that there is nothing in the world like memory for creating and fostering. This, then, is to be trained in either case, whether one’s children be naturally gifted with a good memory, or, on the contrary, forgetful. For we shall thus strengthen nature’s generous endowment, and thus fill out her deficiency; and while the first class of children will excel others, the second class will excel their former selves. The saying of Hesiod [*] is admirably put:

If even small upon the small you place And do this oft, the whole will soon be great.

Nor should parents forget that those branches of instruction which involve memory make no small contribution, not merely to education, but also to the practical activities of life; for the memory of past activities serves as a pattern of good counsel for the future.

Moreover, one’s sons are to be kept from foul

language; for, according to Democritus,[*]

A word is a deed’s shadow.

Then, too, proper measures must be taken to ensure that they shall be tactful and courteous in their address; for nothing is so deservedly disliked as tactless characters. Besides, children may avoid getting themselves disliked by their associates if they do not prove totally unyielding in discussions. For it is a fine thing to understand, not only how to gain the victory, but also how to submit to defeat, in cases where victory is injurious; for there is really such a thing as a Cadmean victory. [*] As a witness of this I may quote Euripides the wise, who says:

When of two speakers one is growing wroth, Wiser is he that yields in argument.[*]

We must now lay down some rules of conduct which the young should follow no less but even more than those previously given. These are: To practise the simple life, to hold the tongue in check, to conquer anger, to control the hands. We must consider the importance of each of these; and they will be more intelligible if based on examples.

So, to begin with the last, some men by putting their hands to wrongful gains have upset the good repute of their earlier lives. Witness the case of Gylippus, [*] the Spartan, who was forced into exile because he had secretly unsewed the bags of money.

Again, an unruffled temper is certainly the mark of a wise man. Thus Socrates once, when a bold and impudent youth had kicked him, observed that the bystanders were so indignant and so violently moved as to wish to follow up the offender; but he only said: If an ass had kicked me, should you have thought it proper to kick him in return? That youth, however, did not by any means get off scot-free, but as everybody jeered at him, and nicknamed him Kicker, he ended by hanging himself.

And when Aristophanes brought out the Clouds, and heaped all manner of abuse upon Socrates in every possible way, one of those who had been present said to Socrates, Are you not indignant, Socrates, that he used you as he did in the play? No indeed, he replied; when they break a jest upon me in the theatre I feel as if I were at a big party of good friends. What Archytas of Tarentum and Plato did will be seen to be closely akin to this. For Archytas, on his return from the war (where he had been general) found his land gone to waste. He summoned his overseer and said, You should be sorry for this, if I were not in too great a temper. And Plato, provoked at a gluttonous and impudent slave, called his sister’s son, Speusippus, and said as he withdrew, Beat this fellow, for I am too much provoked. But it may be urged that such actions are difficult and hard to imitate. I know that myself. But the effort must be made, by employing the actions of such men as standards as far as possible, to abate a great part of our unbridled and furious temper; for in other respects also we are not comparable with them either in

experience or in magnanimity. Yet we, no less than they, feeling ourselves to be the high priests of God’s mysteries and torch-bearers of wisdom, do attempt, so far as lies in our power, to imitate and to get a little taste of such conduct for ourselves.

The control of the tongue, then, still remains to be discussed of the topics I suggested. If anybody has the notion that this is a slight and insignificant matter, he is very far from the truth. For timely silence is a wise thing, and better than any speech. And this is the reason, as it appears to me, why the men of olden time established the rites of initiation into the mysteries, that we, by becoming accustomed to keep silence there, may transfer that fear which we learned from the divine secrets to the safe keeping of the secrets of men. For, again, nobody was ever sorry because he kept silent, but hundreds because they talked. Again, the word unspoken can easily be uttered later; but the spoken word cannot possibly be recalled. I have heard of countless men who have fallen into the greatest misfortunes through intemperate speech. Of these I shall mention one or two as typical and omit the rest. When Ptolemy Philadelphus married his sister Arsinoe, Sotades [*] said,

’Tis wrong for you to try to spur that mare,

and thereafter he rotted in prison for many years; and so suffered condign punishment for his untimely talking, and to make other men laugh he sorrowed a long time himself. A story to match and couple with this, and much more dreadful, is what the sophist Theocritus said and suffered. Alexander had bidden the Greeks to make ready crimson robes so that on his return he might offer a sacrifice of thanksgiving for his victory in the war against the barbarians, and all the states had to pay a polltax in money, when Theocritus remarked, Before this I used to be in doubt, but now I know for a certainty that this is Homer’s ’ Crimson Death.’ [*] And thereby he made an enemy of Alexander. And Antigonus, king of the Macedonians, who was blind of one eye, he drove to immoderate anger by reproaching him with his disfigurement. For Antigonus sent his chief cook, Eutropion, who had been an officer in his army, to Theocritus, and insisted that Theocritus should come to him and engage him in discussion. When Eutropion delivered his message to Theocritus, coming several times for the purpose, the latter said, I know very well that you want to serve me up raw to your Cyclops, twitting the one for being disfigured and the other for being now a cook. Then you shall not keep your head on, said Eutropion, but you shall pay the penalty for this reckless talk and madness of yours. He thereupon reported the remark to the king, who sent and had Theocritus put to death.

But besides all this, we should, as a most sacred duty, accustom children to speak the truth. For lying is fit for slaves only, and deserves to be hated of all men, and even in decent slaves it is not to be condoned.