Protagoras (324-328)

One of them is injustice, and impiety, and in short all that is opposed to civic virtue; in such case anyone will be wroth with his neighbor and reprove him, clearly because the virtue is to be acquired by application and learning. For if you will consider punishment, Socrates, and what control it has over wrong-doers, the facts will inform you that men agree in regarding virtue as procured. No one punishes a wrong-doer from the mere contemplation or on account of his wrong-doing, unless one takes unreasoning vengeance like a wild beast. But he who undertakes to punish with reason does not avenge himself for the past offence, since he cannot make what was done as though it had not come to pass; he looks rather to the future, and aims at preventing that particular person and others who see him punished from doing wrong again. And being so minded he must have in mind that virtue comes by training: for you observe that he punishes to deter. This then is the accepted view of all who seek requital in either private or public life; and while men in general exact requital and punishment from those whom they suppose to have wronged them, this is especially the case with the Athenians, your fellow-citizens, so that by our argument the Athenians also share the view that virtue is procured and taught. Thus I have shown that your fellow-citizens have good reason for admitting a smith’s or cobbler’s counsel in public affairs, and that they hold virtue to be taught and procured: of this I have given you satisfactory demonstration, Socrates, as it appears to me. I have yet to deal with your remaining problem about good men, why it is that these good men have their sons taught the subjects in the regular teachers’ courses, and so far make them wise, but do not make them excel in that virtue wherein consists their own goodness. On this point, Socrates, I shall give you argument instead of fable. Now consider: is there, or is there not, some one thing whereof all the citizens must needs partake, if there is to be a city? Here, and nowhere if not here, is the solution of this problem of yours.

For if there is such a thing, and that one thing, instead of being the joiner’s or smith’s or potter’s art, is rather justice and temperance and holiness— in short, what I may put together and call a man’s virtue; and if it is this whereof all should partake and wherewith everyone should proceed to any further knowledge or action, but should not if he lacks it; if we should instruct and punish such as do not partake of it, whether child or husband or wife, until the punishment of such persons has made them better, and should cast forth from our cities or put to death as incurable whoever fails to respond to such punishment and instruction;—if it is like this, and yet, its nature being so, good men have their sons instructed in everything else but this, what very surprising folk the good are found to be! For we have proved that they regard this thing as teachable both in private and in public life, and then, though it may be taught and fostered, are we to say that they have their sons taught everything in which the penalty for ignorance is not death, but in a matter where the death-penalty or exile awaits their children if not instructed and cultivated in virtue—and not merely death, but confiscation of property and practically the entire subversion of their house—here they do not have them taught or take the utmost care of them? So at any rate we must conclude, Socrates. They teach and admonish them from earliest childhood till the last day of their lives. As soon as one of them grasps what is said to him, the nurse, the mother, the tutor, and the father himself strive hard that the child may excel, and as each act and word occurs they teach and impress upon him that this is just, and that unjust, one thing noble, another base, one holy, another unholy, and that he is to do this, and not do that. If he readily obeys,—so; but if not, they treat him as a bent and twisted piece of wood and straighten him with threats and blows. After this they send them to school and charge the master to take far more pains over their children’s good behavior than over their letters and harp-playing.

The masters take pains accordingly, and the children, when they have learnt their letters and are getting to understand the written word as before they did only the spoken, are furnished with works of good poets to read as they sit in class, and are made to learn them off by heart: here they meet with many admonitions, many descriptions and praises and eulogies of good men in times past, that the boy in envy may imitate them and yearn to become even as they. Then also the music-masters, in a similar sort, take pains for their self-restraint, and see that their young charges do not go wrong: moreover, when they learn to play the harp, they are taught the works of another set of good poets, the song-makers, while the master accompanies them on the harp; and they insist on familiarizing the boys’ souls with the rhythms and scales, that they may gain in gentleness, and by advancing in rhythmic and harmonic grace may be efficient in speech and action; for the whole of man’s life requires the graces of rhythm and harmony. Again, over and above all this, people send their sons to a trainer, that having improved their bodies they may perform the orders of their minds, which are now in fit condition, and that they may not be forced by bodily faults to play the coward in wars and other duties. This is what people do, who are most able; and the most able are the wealthiest. Their sons begin school at the earliest age, and are freed from it at the latest. And when they are released from their schooling the city next compels them to learn the laws and to live according to them as after a pattern, that their conduct may not be swayed by their own light fancies, but just as writing-masters first draw letters in faint outline with the pen for their less advanced pupils, and then give them the copy-book and make them write according to the guidance of their lines, so the city sketches out for them the laws devised by good lawgivers of yore, and constrains them to govern and be governed according to these. She punishes anyone who steps outside these borders, and this punishment among you and in many other cities, from the corrective purpose of the prosecution, is called a Correction.[*] Seeing then that so much care is taken in the matter of both private and public virtue, do you wonder, Socrates, and make it a great difficulty, that virtue may be taught? Surely there is no reason to wonder at that: you would have far greater reason, if it were not so.

Then why is it that many sons of good fathers turn out so meanly? Let me explain this also: it is no wonder, granted that I was right in stating just now that no one, if we are to have a city, must be a mere layman in this affair of virtue. For if what I say is the case—and it is supremely true—reflect on the nature of any other pursuit or study that you choose to mention. Suppose that there could be no state unless we were all flute-players, in such sort as each was able, and suppose that everyone were giving his neighbor both private and public lessons in the art, and rebuked him too, if he failed to do it well, without grudging him the trouble—even as no one now thinks of grudging or reserving his skill in what is just and lawful as he does in other expert knowledge; for our neighbors’ justice and virtue, I take it, is to our advantage, and consequently we all tell and teach one another what is just and lawful—well, if we made the same zealous and ungrudging efforts to instruct each other in flute-playing, do you think, Socrates, that the good flute-players would be more likely than the bad to have sons who were good flute-players? I do not think they would: no, wherever the son had happened to be born with a nature most apt for flute-playing, he would be found to have advanced to distinction, and where unapt, to obscurity. Often the son of a good player would turn out a bad one, and often of a bad, a good. But, at any rate, all would be capable players as compared with ordinary persons who had no inkling of the art. Likewise in the present case you must regard any man who appears to you the most unjust person ever reared among human laws and society as a just man and a craftsman of justice, if he had to stand comparison with people who lacked education and law courts and laws and any constant compulsion to the pursuit of virtue, but were a kind of wild folk such as Pherecrates the poet brought on the scene at last year’s Lenaeum.[*] Sure enough, if you found yourself among such people, as did the misanthropes among his chorus, you would be very glad to meet with Eurybatus and Phrynondas,[*] and would bewail yourself with longing for the wickedness of the people here. Instead of that you give yourself dainty airs, Socrates, because everyone is a teacher of virtue to the extent of his powers, and you think there is no teacher. Why, you might as well ask who is a teacher of Greek;

you would find none anywhere; and I suppose you might ask, who can teach the sons of our artisans the very crafts which of course they have learnt from their fathers, as far as the father was competent in each case, and his friends who followed the same trade,—I say if you asked who is to give these further instruction, I imagine it would be hard, Socrates, to find them a teacher, but easy enough in the case of those starting with no skill at all. And so it must be with virtue and everything else; if there is somebody who excels us ever so little in showing the way to virtue, we must be thankful. Such an one I take myself to be, excelling all other men in the gift of assisting people to become good and true, and giving full value for the fee that I charge—nay, so much more than full, that the learner himself admits it. For this reason I have arranged my charges on a particular plan: when anyone has had lessons from me, if he likes he pays the sum that I ask; if not, he goes to a temple, states on oath the value he sets on what he has learnt, and disburses that amount. So now, Socrates, I have shown you by both fable and argument that virtue is teachable and is so deemed by the Athenians, and that it is no wonder that bad sons are born of good fathers and good of bad, since even the sons of Polycleitus, companions of Paralus and Xanthippus here, are not to be compared with their father, and the same is the case in other craftsmen’s families. As for these two, it is not fair to make this complaint of them yet; there is still hope in their case, for they are young.