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Jowett: Education

quinta-feira 1º de fevereiro de 2024, por Cardoso de Castro

  

paideia

Education, commonly divided into music for the soul and gymnastic for the body, Rep.   2.376 E; 3.403 (cp. Crito   50 D ; Laws 2. 673, ¿73 5 7- 795 E) 5 both music and gymnastic really designed for the soul, Rep. 3. 410 (cp. Tim. 88: and see Gymnastic and Music) :—a matter of the most serious importance, Laches 185, 186; Protag. 313; Euthyd. 306 E; Laws 6. 766 ; 7. 808, 809 ; what advice to be taken about, Laches 186; a life-long process, Protag. 325 D (cp. Rep. 6. 498 B) ; good manners a branch of, Protag. 325 E ; poetry the principal part of, [Protagoras], ib. 339 A (cp. Laws 7. 810 E) ; difficulty of finding a teacher, Apol. 20; use of fiction in education, Rep. 2. 377 foil.; 3. 391 ; the poets bad educators, ib. 1. 377! 3- 39i> 392, 408 B; 10. 600, 606 E, 607 B ; Laws 10. 886 C, 890 A (cp. Laws 7. 810, 811); must be simple, Rep. 3. 397, 404 E ; melody in, ib. 398 foil.; mimetic art in, ib. 399; importance of good surroundings, ib. 401 ; influence of, on manners and customs, ib. 4. 424, 425; innovation in, dangerous, ibid.; should be given in infancy through amusement, ib. 425 A; 7.536 E ; Laws I. 643 B ; should be the same for men and women, Rep. 5.451 foil., 466; Laws 7.804 E; dangerous when ill directed, Rep. 6.491 (cp. ib. 7. 518 E ; Laws 7. 819); not a process of acquisition, but the use of powers already existing in us, Rep. 7. 518; value of arithmetic in, ib. 526; Laws 5. 747; 7. 809 C, 819 C ; ought not to be compulsory, Rep. 7. 537 A but cp. Laws 7. 804 E); makes the life of man perfect, Tim. 44 C; intended to promote virtue, ib. 87 (cp. Laws 1. 643 E; 7.788 C); the two methods of, Soph. 229, 230; gives victory, Laws 1.641 C; convivial meetings, an element of, ib. D ; 2. 653, 657; aims at ideals, ib. 1. 643, 644 ; is the first and fairest thing, ib. 644 A (cp. Rep. 2. 377 A); in temperance, Laws 1. 647; = training of instincts in children, ib. 2. 653, 659 C; first given through Apollo and the Muses, ib. 654; inculcates conformity with reason and the laws, ib. 659; relation of, to the choral art, ib. 672 E; should begin even before birth, ib. 7.788 foil.; use of exercise and motion in, ib. 791 foil.; — carelessness about, at Athens, I Alcib. 122; education in Crete and at Lace-daemon, Laws 2. 660 E, 666 E; in Egypt, ib. 656; 7. 819 ; of the Persian Kings, ib. 3. 694 foil. ; 1 Alcib. 121 E; — of the sons of good and great men often neglected, Laches 179, 180; Pro-tag. 320, 324, 325 ; Meno 93 (cp. Laws 3.694 D; 1 Alcib. 118 E):— subjects of, in Greek schools, Pro-tag. 325,326; Euthyd. 276; Laws 7.810 foil.; 1 Alcib. 106E; dictation and grammar, Euthyd. 276 C, 277 A; music, Charm. 159 C, 160 A; Protag. 326 B; Euthyd. 276 C ; Crito 50 D ; Laws 2. 654, 660; 7. 810, 812.; 1 Alcib. 106 E; poetry learnt by heart, Protag. 326 A; Laws 7. 810 C, 811 A; reading and writing, Charm. 159 C, 160 A, 161 D; Protag. 326 C ; Laws 7. 810 B ; 1 Alcib. 106 E (cp. Lysis   209 B ; Theaet. 206; 207 E); Greek not taught, Protag. 328 (cp. 1 Alcib. in A): — [in the best state]; the preliminary, Rep. 2. 376 foil.; 4. 429, 430; 7. 521; the higher or philosophic education, ib. 6. 498, 503 E ; 7. 537 foil.; ’the longer way,’ ib. 6. 504 (cp. ib. 4. 435); ’ the prelude or preamble,’ 7.532 E (cp. Guardians, Rulers);— [in the Model City]; the preliminary, Laws 7. 788 foil., 808 foil.; the higher, ib. 817 IE; 12. 967;— Director or Minister of Education, ib. 6. 765 D foil.; 7. 801 D, 809, 811 D, 812 E, 813 C; 8. 829 D, 835 A; h. 936 A; 12. 951 E, 953 D (cp. Director).

Education. [The subject of education is incidentally treated in many of the Dialogues of Plato; for Socrates   is the especialfriend of youth, and takes the greatest interest in their growth and progress. Melesias and Lysima-chus come to him for advice about the training of their sons : the youthful Hippocrates entreats him for an introduction to Protagoras: Theaetetus   submitshimself gladly to the treatment of the skilful practitioner. Plato’s own views are given at length in the Republic and in the Laws, and form a main part of their contents. The Greek philosophers were profoundly convinced of the necessity and importance of education : in this respect their views were in advance of those which have been entertained in modem countries until quite recent times. [Cp. Arist. Pol. viii. 1, § 3! 3. § io-] The system of education which Plato has sketched in the Republic appears to be nearly the same with that which is contained in the Laws : their principal features may be summed up asfollows: — There is the common education of the (i) citizens ; (ii) the special education of the rulers. (i) The first, beginning with childhood in the plays of the children, is the old Hellenic education, [the Kara-/3(dXrjf«’i


Education and admonition commence in the first years of childhood, and last to the very end of life. Mother and nurse and father and tutor are vying with one another about the improvement of the child as soon as ever he is able to understand what is being said to him : he cannot say or do anything without their setting forth to him that this is just and that is unjust ; this is honourable, that is dishonourable ; this is holy, that is unholy ; do this and abstain from that. And if he obeys, well and good ; if not, he is straightened by threats and blows, like a piece of bent or warped wood. At a later stage they send him to teachers, and enjoin them to see to his manners even more than to his reading and music ; and the teachers do as they are desired. And when the boy has learned his letters and is beginning to understand what is written, as before he understood only what was spoken, they put into his hands the works of great poets, which he reads sitting on a bench at school ; in these are contained many admonitions, and many tales, and praises, and encomia of ancient famous men, which he is required to learn by heart, in order that he may imitate or emulate them and desire to become like them. Then, again, the teachers of the lyre take similar care that their young disciple is temperate and gets into no mischief ; and when they have taught him the use of the lyre, they introduce him to the poems of other excellent poets, who are the lyric poets ; and these they set to music, and make their harmonies ana rhythms quite familiar to the children’s souls, in order that they may learn to be more gentle, and harmonious, and rhythmical, and so more fitted for speech and action ; for the life of man in every part has need of harmony and rhythm. Then they send them to the master of gymnastic, in order that their bodies may better minister to the virtuous mind, and that they may not be compelled through bodily weakness to play the coward in war or on any other occasion. This is what is done by those who have the means, and those who have the means are the rich ; their children begin to go to school soonest and leave off latest. When they have done with masters, the state again compels them to learn the laws, and live after the pattern which they furnish, and not after their own fancies ; and just as in learning to write, the writing-master first draws lines with a style for the use of the young beginner, and gives him the tablet and makes him follow the lines, so the city draws the laws, which were the invention of good lawgivers living in the olden time ; these are given to the young man, in order to guide him in his conduct whether he is commanding or obeying ; and he who transgresses them is to be corrected, or, in other words, called to account, which is a term used not only in your country, but also in many others, seeing that justice calls men to account. Now when there is all this care about virtue private and public, why, Socrates, do you still wonder and doubt whether virtue can be taught ? Cease to wonder, for the opposite would be far more surprising. PROTAGORAS

Ath. If you mean to ask what great good accrues to the state from the right training of a single youth, or of a single chorus — when the question is put in that form, we cannot deny that the good is not very great in any particular instance. But if you ask what is the good of education in general, the answer is easy — that education makes good men, and that good men act nobly, and conquer their enemies in battle, because they are good. Education certainly gives victory, although victory sometimes produces forgetfulness of education ; for many have grown insolent from victory in war, and this insolence has engendered in them innumerable evils ; and many a victory has been and will be suicidal to the victors ; but education is never suicidal. LAWS BOOK I

Education has two branches — one of gymnastic, which is concerned with the body, and the other of music, which is designed for the improvement of the soul. And gymnastic has also two branches — dancing and wrestling ; and one sort of dancing imitates musical recitation, and aims at preserving dignity and freedom, the other aims at producing health, agility, and beauty in the limbs and parts of the body, giving the proper flexion and extension to each of them, a harmonious motion being diffused everywhere, and forming a suitable accompaniment to the dance. As regards wrestling, the tricks which Antaeus and Cercyon devised in their systems out of a vain spirit of competition, or the tricks of boxing which Epeius or Amycus invented, are useless and unsuitable for war, and do not deserve to have much said about them ; but the art of wrestling erect and keeping free the neck and hands and sides, working with energy and constancy, with a composed strength, and for the sake of health — these are always useful, and are not to be neglected, but to be enjoined alike on masters and scholars, when we reach that part of legislation ; and we will desire the one to give their instructions freely, and the others to receive them thankfully. Nor, again, must we omit suitable imitations of war in our choruses ; here in Crete you have the armed dances if the Curetes, and the Lacedaemonians have those of the Dioscuri. And our virgin lady, delighting in the amusement of the dance, thought it not fit to amuse herself with empty hands ; she must be clothed in a complete suit of armour, and in this attire go through the dance ; and youths and maidens should in every respect imitate her, esteeming highly the favour of the Goddess, both with a view to the necessities of war, and to festive occasions : it will be right also for the boys, until such time as they go out to war, to make processions and supplications to all the Gods in goodly array, armed and on horseback, in dances, and marches, fast or slow, offering up prayers to the Gods and to the sons of Gods ; and also engaging in contests and preludes of contests, if at all, with these objects : For these sorts of exercises, and no others, are useful both in peace and war, and are beneficial alike to states and to private houses. But other labours and sports and exercises of the body are unworthy of freemen, O Megillus and Cleinias. LAWS BOOK VII

Education, I said, and nurture : If our citizens are well educated, and grow into sensible men, they will easily see their way through all these, as well as other matters which I omit ; such, for example, as marriage, the possession of women and the procreation of children, which will all follow the general principle that friends have all things in common, as the proverb says. THE REPUBLIC BOOK IV