To the doubts and queries raised by these ‘social reformers’ respecting the relation of the sexes and the moral nature of man, there is a sufficient answer, if any is needed. The difference about them and us is really one of fact. They are speaking of man as they wish or fancy him to be, but we are speaking of him as he is. They isolate the animal part of his nature; we regard him as a creature having many sides, or aspects, moving between good and evil, striving to rise above himself and to become ‘a little lower than the angels.’ We also, to use a Platonic formula, are not ignorant of the dissatisfactions and incompatibilities of family life, of the meannesses of trade, of the flatteries of one class of society by another, of the impediments which the family throws in the way of lofty aims and aspirations. But we are conscious that there are evils and dangers in the background greater still, which are not appreciated, because they are either concealed or suppressed. What a condition of man would that be, in which human passions were controlled by no authority, divine or human, in which there was no shame or decency, no higher affection overcoming or sanctifying the natural instincts, but simply a rule of health! Is it for this that we are asked to throw away the civilization which is the growth of ages?
For strength and health are not the only qualities to be desired; there are the more important considerations of mind and character and soul. We know how human nature may be degraded; we do not know how by artificial means any improvement in the breed can be effected. The problem is a complex one, for if we go back only four steps (and these at least enter into the composition of a child), there are commonly thirty progenitors to be taken into account. Many curious facts, rarely admitting of proof, are told us respecting the inheritance of disease or character from a remote ancestor. We can trace the physical resemblances of parents and children in the same family—
‘Sic oculos, sic ille manus, sic ora ferebat’;
but scarcely less often the differences which distinguish children both from their parents and from one another. We are told of similar mental peculiarities running in families, and again of a tendency, as in the animals, to revert to a common or original stock. But we have a difficulty in distinguishing what is a true inheritance of genius or other qualities, and what is mere imitation or the result of similar circumstances. Great men and great women have rarely had great fathers and mothers. Nothing that we know of in the circumstances of their birth or lineage will explain their appearance. Of the English poets of the last and two preceding centuries scarcely a descendant remains,—none have ever been distinguished. So deeply has nature hidden her secret, and so ridiculous is the fancy which has been entertained by some that we might in time by suitable marriage arrangements or, as Plato would have said, ‘by an ingenious system of lots,’ produce a Shakespeare or a Milton. Even supposing that we could breed men having the tenacity of bulldogs, or, like the Spartans, ‘lacking the wit to run away in battle,’ would the world be any the better? Many of the noblest specimens of the human race have been among the weakest physically. Tyrtaeus or Aesop, or our own Newton, would have been exposed at Sparta; and some of the fairest and strongest men and women have been among the wickedest and worst. Not by the Platonic device of uniting the strong and fair with the strong and fair, regardless of sentiment and morality, nor yet by his other device of combining dissimilar natures (Statesman), have mankind gradually passed from the brutality and licentiousness of primitive marriage to marriage Christian and civilized.
Few persons would deny that we bring into the world an inheritance of mental and physical qualities derived first from our parents, or through them from some remoter ancestor, secondly from our race, thirdly from the general condition of mankind into which we are born. Nothing is commoner than the remark, that ‘So and so is like his father or his uncle’; and an aged person may not unfrequently note a resemblance in a youth to a long-forgotten ancestor, observing that ‘Nature sometimes skips a generation.’ It may be true also, that if we knew more about our ancestors, these similarities would be even more striking to us. Admitting the facts which are thus described in a popular way, we may however remark that there is no method of difference by which they can be defined or estimated, and that they constitute only a small part of each individual. The doctrine of heredity may seem to take out of our hands the conduct of our own lives, but it is the idea, not the fact, which is really terrible to us. For what we have received from our ancestors is only a fraction of what we are, or may become. The knowledge that drunkenness or insanity has been prevalent in a family may be the best safeguard against their recurrence in a future generation. The parent will be most awake to the vices or diseases in his child of which he is most sensible within himself. The whole of life may be directed to their prevention or cure. The traces of consumption may become fainter, or be wholly effaced: the inherent tendency to vice or crime may be eradicated. And so heredity, from being a curse, may become a blessing. We acknowledge that in the matter of our birth, as in our nature generally, there are previous circumstances which affect us. But upon this platform of circumstances or within this wall of necessity, we have still the power of creating a life for ourselves by the informing energy of the human will.
There is another aspect of the marriage question to which Plato is a stranger. All the children born in his state are foundlings. It never occurred to him that the greater part of them, according to universal experience, would have perished. For children can only be brought up in families. There is a subtle sympathy between the mother and the child which cannot be supplied by other mothers, or by ‘strong nurses one or more’ (Laws). If Plato’s ‘pen’ was as fatal as the Creches of Paris, or the foundling hospital of Dublin, more than nine-tenths of his children would have perished. There would have been no need to expose or put out of the way the weaklier children, for they would have died of themselves. So emphatically does nature protest against the destruction of the family.
What Plato had heard or seen of Sparta was applied by him in a mistaken way to his ideal commonwealth. He probably observed that both the Spartan men and women were superior in form and strength to the other Greeks; and this superiority he was disposed to attribute to the laws and customs relating to marriage. He did not consider that the desire of a noble offspring was a passion among the Spartans, or that their physical superiority was to be attributed chiefly, not to their marriage customs, but to their temperance and training. He did not reflect that Sparta was great, not in consequence of the relaxation of morality, but in spite of it, by virtue of a political principle stronger far than existed in any other Grecian state. Least of all did he observe that Sparta did not really produce the finest specimens of the Greek race. The genius, the political inspiration of Athens, the love of liberty—all that has made Greece famous with posterity, were wanting among the Spartans. They had no Themistocles, or Pericles, or Aeschylus, or Sophocles, or Socrates, or Plato. The individual was not allowed to appear above the state; the laws were fixed, and he had no business to alter or reform them. Yet whence has the progress of cities and nations arisen, if not from remarkable individuals, coming into the world we know not how, and from causes over which we have no control? Something too much may have been said in modern times of the value of individuality. But we can hardly condemn too strongly a system which, instead of fostering the scattered seeds or sparks of genius and character, tends to smother and extinguish them.
Still, while condemning Plato, we must acknowledge that neither Christianity, nor any other form of religion and society, has hitherto been able to cope with this most difficult of social problems, and that the side from which Plato regarded it is that from which we turn away. Population is the most untameable force in the political and social world. Do we not find, especially in large cities, that the greatest hindrance to the amelioration of the poor is their improvidence in marriage?—a small fault truly, if not involving endless consequences. There are whole countries too, such as India, or, nearer home, Ireland, in which a right solution of the marriage question seems to lie at the foundation of the happiness of the community. There are too many people on a given space, or they marry too early and bring into the world a sickly and half-developed offspring; or owing to the very conditions of their existence, they become emaciated and hand on a similar life to their descendants. But who can oppose the voice of prudence to the ‘mightiest passions of mankind’ (Laws), especially when they have been licensed by custom and religion? In addition to the influences of education, we seem to require some new principles of right and wrong in these matters, some force of opinion, which may indeed be already heard whispering in private, but has never affected the moral sentiments of mankind in general. We unavoidably lose sight of the principle of utility, just in that action of our lives in which we have the most need of it. The influences which we can bring to bear upon this question are chiefly indirect. In a generation or two, education, emigration, improvements in agriculture and manufactures, may have provided the solution. The state physician hardly likes to probe the wound: it is beyond his art; a matter which he cannot safely let alone, but which he dare not touch:
‘We do but skin and film the ulcerous place.’
When again in private life we see a whole family one by one dropping into the grave under the Ate of some inherited malady, and the parents perhaps surviving them, do our minds ever go back silently to that day twenty-five or thirty years before on which under the fairest auspices, amid the rejoicings of friends and acquaintances, a bride and bridegroom joined hands with one another? In making such a reflection we are not opposing physical considerations to moral, but moral to physical; we are seeking to make the voice of reason heard, which drives us back from the extravagance of sentimentalism on common sense. The late Dr. Combe is said by his biographer to have resisted the temptation to marriage, because he knew that he was subject to hereditary consumption. One who deserved to be called a man of genius, a friend of my youth, was in the habit of wearing a black ribbon on his wrist, in order to remind him that, being liable to outbreaks of insanity, he must not give way to the natural impulses of affection: he died unmarried in a lunatic asylum. These two little facts suggest the reflection that a very few persons have done from a sense of duty what the rest of mankind ought to have done under like circumstances, if they had allowed themselves to think of all the misery which they were about to bring into the world. If we could prevent such marriages without any violation of feeling or propriety, we clearly ought; and the prohibition in the course of time would be protected by a ‘horror naturalis’ similar to that which, in all civilized ages and countries, has prevented the marriage of near relations by blood. Mankind would have been the happier, if some things which are now allowed had from the beginning been denied to them; if the sanction of religion could have prohibited practices inimical to health; if sanitary principles could in early ages have been invested with a superstitious awe. But, living as we do far on in the world’s history, we are no longer able to stamp at once with the impress of religion a new prohibition. A free agent cannot have his fancies regulated by law; and the execution of the law would be rendered impossible, owing to the uncertainty of the cases in which marriage was to be forbidden. Who can weigh virtue, or even fortune against health, or moral and mental qualities against bodily? Who can measure probabilities against certainties? There has been some good as well as evil in the discipline of suffering; and there are diseases, such as consumption, which have exercised a refining and softening influence on the character. Youth is too inexperienced to balance such nice considerations; parents do not often think of them, or think of them too late. They are at a distance and may probably be averted; change of place, a new state of life, the interests of a home may be the cure of them. So persons vainly reason when their minds are already made up and their fortunes irrevocably linked together. Nor is there any ground for supposing that marriages are to any great extent influenced by reflections of this sort, which seem unable to make any head against the irresistible impulse of individual attachment.
Lastly, no one can have observed the first rising flood of the passions in youth, the difficulty of regulating them, and the effects on the whole mind and nature which follow from them, the stimulus which is given to them by the imagination, without feeling that there is something unsatisfactory in our method of treating them. That the most important influence on human life should be wholly left to chance or shrouded in mystery, and instead of being disciplined or understood, should be required to conform only to an external standard of propriety—cannot be regarded by the philosopher as a safe or satisfactory condition of human things. And still those who have the charge of youth may find a way by watchfulness, by affection, by the manliness and innocence of their own lives, by occasional hints, by general admonitions which every one can apply for himself, to mitigate this terrible evil which eats out the heart of individuals and corrupts the moral sentiments of nations. In no duty towards others is there more need of reticence and self-restraint. So great is the danger lest he who would be the counsellor of another should reveal the secret prematurely, lest he should get another too much into his power; or fix the passing impression of evil by demanding the confession of it.
Nor is Plato wrong in asserting that family attachments may interfere with higher aims. If there have been some who ‘to party gave up what was meant for mankind,’ there have certainly been others who to family gave up what was meant for mankind or for their country. The cares of children, the necessity of procuring money for their support, the flatteries of the rich by the poor, the exclusiveness of caste, the pride of birth or wealth, the tendency of family life to divert men from the pursuit of the ideal or the heroic, are as lowering in our own age as in that of Plato. And if we prefer to look at the gentle influences of home, the development of the affections, the amenities of society, the devotion of one member of a family for the good of the others, which form one side of the picture, we must not quarrel with him, or perhaps ought rather to be grateful to him, for having presented to us the reverse. Without attempting to defend Plato on grounds of morality, we may allow that there is an aspect of the world which has not unnaturally led him into error.
We hardly appreciate the power which the idea of the State, like all other abstract ideas, exercised over the mind of Plato. To us the State seems to be built up out of the family, or sometimes to be the framework in which family and social life is contained. But to Plato in his present mood of mind the family is only a disturbing influence which, instead of filling up, tends to disarrange the higher unity of the State. No organization is needed except a political, which, regarded from another point of view, is a military one. The State is all-sufficing for the wants of man, and, like the idea of the Church in later ages, absorbs all other desires and affections. In time of war the thousand citizens are to stand like a rampart impregnable against the world or the Persian host; in time of peace the preparation for war and their duties to the State, which are also their duties to one another, take up their whole life and time. The only other interest which is allowed to them besides that of war, is the interest of philosophy. When they are too old to be soldiers they are to retire from active life and to have a second novitiate of study and contemplation. There is an element of monasticism even in Plato’s communism. If he could have done without children, he might have converted his Republic into a religious order. Neither in the Laws, when the daylight of common sense breaks in upon him, does he retract his error. In the state of which he would be the founder, there is no marrying or giving in marriage: but because of the infirmity of mankind, he condescends to allow the law of nature to prevail.
(c) But Plato has an equal, or, in his own estimation, even greater paradox in reserve, which is summed up in the famous text, ‘Until kings are philosophers or philosophers are kings, cities will never cease from ill.’ And by philosophers he explains himself to mean those who are capable of apprehending ideas, especially the idea of good. To the attainment of this higher knowledge the second education is directed. Through a process of training which has already made them good citizens they are now to be made good legislators. We find with some surprise (not unlike the feeling which Aristotle in a well-known passage describes the hearers of Plato’s lectures as experiencing, when they went to a discourse on the idea of good, expecting to be instructed in moral truths, and received instead of them arithmetical and mathematical formulae) that Plato does not propose for his future legislators any study of finance or law or military tactics, but only of abstract mathematics, as a preparation for the still more abstract conception of good. We ask, with Aristotle, What is the use of a man knowing the idea of good, if he does not know what is good for this individual, this state, this condition of society? We cannot understand how Plato’s legislators or guardians are to be fitted for their work of statesmen by the study of the five mathematical sciences. We vainly search in Plato’s own writings for any explanation of this seeming absurdity.
The discovery of a great metaphysical conception seems to ravish the mind with a prophetic consciousness which takes away the power of estimating its value. No metaphysical enquirer has ever fairly criticised his own speculations; in his own judgment they have been above criticism; nor has he understood that what to him seemed to be absolute truth may reappear in the next generation as a form of logic or an instrument of thought. And posterity have also sometimes equally misapprehended the real value of his speculations. They appear to them to have contributed nothing to the stock of human knowledge. The IDEA of good is apt to be regarded by the modern thinker as an unmeaning abstraction; but he forgets that this abstraction is waiting ready for use, and will hereafter be filled up by the divisions of knowledge. When mankind do not as yet know that the world is subject to law, the introduction of the mere conception of law or design or final cause, and the far-off anticipation of the harmony of knowledge, are great steps onward. Even the crude generalization of the unity of all things leads men to view the world with different eyes, and may easily affect their conception of human life and of politics, and also their own conduct and character (Tim). We can imagine how a great mind like that of Pericles might derive elevation from his intercourse with Anaxagoras (Phaedr.). To be struggling towards a higher but unattainable conception is a more favourable intellectual condition than to rest satisfied in a narrow portion of ascertained fact. And the earlier, which have sometimes been the greater ideas of science, are often lost sight of at a later period. How rarely can we say of any modern enquirer in the magnificent language of Plato, that ‘He is the spectator of all time and of all existence!’
Nor is there anything unnatural in the hasty application of these vast metaphysical conceptions to practical and political life. In the first enthusiasm of ideas men are apt to see them everywhere, and to apply them in the most remote sphere. They do not understand that the experience of ages is required to enable them to fill up ‘the intermediate axioms.’ Plato himself seems to have imagined that the truths of psychology, like those of astronomy and harmonics, would be arrived at by a process of deduction, and that the method which he has pursued in the Fourth Book, of inferring them from experience and the use of language, was imperfect and only provisional. But when, after having arrived at the idea of good, which is the end of the science of dialectic, he is asked, What is the nature, and what are the divisions of the science? He refuses to answer, as if intending by the refusal to intimate that the state of knowledge which then existed was not such as would allow the philosopher to enter into his final rest. The previous sciences must first be studied, and will, we may add, continue to be studied till the end of time, although in a sense different from any which Plato could have conceived. But we may observe, that while he is aware of the vacancy of his own ideal, he is full of enthusiasm in the contemplation of it. Looking into the orb of light, he sees nothing, but he is warmed and elevated. The Hebrew prophet believed that faith in God would enable him to govern the world; the Greek philosopher imagined that contemplation of the good would make a legislator. There is as much to be filled up in the one case as in the other, and the one mode of conception is to the Israelite what the other is to the Greek. Both find a repose in a divine perfection, which, whether in a more personal or impersonal form, exists without them and independently of them, as well as within them.
There is no mention of the idea of good in the Timaeus, nor of the divine Creator of the world in the Republic; and we are naturally led to ask in what relation they stand to one another. Is God above or below the idea of good? Or is the Idea of Good another mode of conceiving God? The latter appears to be the truer answer. To the Greek philosopher the perfection and unity of God was a far higher conception than his personality, which he hardly found a word to express, and which to him would have seemed to be borrowed from mythology. To the Christian, on the other hand, or to the modern thinker in general, it is difficult, if not impossible, to attach reality to what he terms mere abstraction; while to Plato this very abstraction is the truest and most real of all things. Hence, from a difference in forms of thought, Plato appears to be resting on a creation of his own mind only. But if we may be allowed to paraphrase the idea of good by the words ‘intelligent principle of law and order in the universe, embracing equally man and nature,’ we begin to find a meeting-point between him and ourselves.
The question whether the ruler or statesman should be a philosopher is one that has not lost interest in modern times. In most countries of Europe and Asia there has been some one in the course of ages who has truly united the power of command with the power of thought and reflection, as there have been also many false combinations of these qualities. Some kind of speculative power is necessary both in practical and political life; like the rhetorician in the Phaedrus, men require to have a conception of the varieties of human character, and to be raised on great occasions above the commonplaces of ordinary life. Yet the idea of the philosopher-statesman has never been popular with the mass of mankind; partly because he cannot take the world into his confidence or make them understand the motives from which he acts; and also because they are jealous of a power which they do not understand. The revolution which human nature desires to effect step by step in many ages is likely to be precipitated by him in a single year or life. They are afraid that in the pursuit of his greater aims he may disregard the common feelings of humanity, he is too apt to be looking into the distant future or back into the remote past, and unable to see actions or events which, to use an expression of Plato’s ‘are tumbling out at his feet.’ Besides, as Plato would say, there are other corruptions of these philosophical statesmen. Either ‘the native hue of resolution is sicklied o’er with the pale cast of thought,’ and at the moment when action above all things is required he is undecided, or general principles are enunciated by him in order to cover some change of policy; or his ignorance of the world has made him more easily fall a prey to the arts of others; or in some cases he has been converted into a courtier, who enjoys the luxury of holding liberal opinions, but was never known to perform a liberal action. No wonder that mankind have been in the habit of calling statesmen of this class pedants, sophisters, doctrinaires, visionaries. For, as we may be allowed to say, a little parodying the words of Plato, ‘they have seen bad imitations of the philosopher-statesman.’ But a man in whom the power of thought and action are perfectly balanced, equal to the present, reaching forward to the future, ‘such a one,’ ruling in a constitutional state, ‘they have never seen.’
But as the philosopher is apt to fail in the routine of political life, so the ordinary statesman is also apt to fail in extraordinary crises. When the face of the world is beginning to alter, and thunder is heard in the distance, he is still guided by his old maxims, and is the slave of his inveterate party prejudices; he cannot perceive the signs of the times; instead of looking forward he looks back; he learns nothing and forgets nothing; with ‘wise saws and modern instances’ he would stem the rising tide of revolution. He lives more and more within the circle of his own party, as the world without him becomes stronger. This seems to be the reason why the old order of things makes so poor a figure when confronted with the new, why churches can never reform, why most political changes are made blindly and convulsively. The great crises in the history of nations have often been met by an ecclesiastical positiveness, and a more obstinate reassertion of principles which have lost their hold upon a nation. The fixed ideas of a reactionary statesman may be compared to madness; they grow upon him, and he becomes possessed by them; no judgement of others is ever admitted by him to be weighed in the balance against his own.
(d) Plato, labouring under what, to modern readers, appears to have been a confusion of ideas, assimilates the state to the individual, and fails to distinguish Ethics from Politics. He thinks that to be most of a state which is most like one man, and in which the citizens have the greatest uniformity of character. He does not see that the analogy is partly fallacious, and that the will or character of a state or nation is really the balance or rather the surplus of individual wills, which are limited by the condition of having to act in common. The movement of a body of men can never have the pliancy or facility of a single man; the freedom of the individual, which is always limited, becomes still more straitened when transferred to a nation. The powers of action and feeling are necessarily weaker and more balanced when they are diffused through a community; whence arises the often discussed question, ‘Can a nation, like an individual, have a conscience?’ We hesitate to say that the characters of nations are nothing more than the sum of the characters of the individuals who compose them; because there may be tendencies in individuals which react upon one another. A whole nation may be wiser than any one man in it; or may be animated by some common opinion or feeling which could not equally have affected the mind of a single person, or may have been inspired by a leader of genius to perform acts more than human. Plato does not appear to have analysed the complications which arise out of the collective action of mankind. Neither is he capable of seeing that analogies, though specious as arguments, may often have no foundation in fact, or of distinguishing between what is intelligible or vividly present to the mind, and what is true. In this respect he is far below Aristotle, who is comparatively seldom imposed upon by false analogies. He cannot disentangle the arts from the virtues—at least he is always arguing from one to the other. His notion of music is transferred from harmony of sounds to harmony of life: in this he is assisted by the ambiguities of language as well as by the prevalence of Pythagorean notions. And having once assimilated the state to the individual, he imagines that he will find the succession of states paralleled in the lives of individuals.
Still, through this fallacious medium, a real enlargement of ideas is attained. When the virtues as yet presented no distinct conception to the mind, a great advance was made by the comparison of them with the arts; for virtue is partly art, and has an outward form as well as an inward principle. The harmony of music affords a lively image of the harmonies of the world and of human life, and may be regarded as a splendid illustration which was naturally mistaken for a real analogy. In the same way the identification of ethics with politics has a tendency to give definiteness to ethics, and also to elevate and ennoble men’s notions of the aims of government and of the duties of citizens; for ethics from one point of view may be conceived as an idealized law and politics; and politics, as ethics reduced to the conditions of human society. There have been evils which have arisen out of the attempt to identify them, and this has led to the separation or antagonism of them, which has been introduced by modern political writers. But we may likewise feel that something has been lost in their separation, and that the ancient philosophers who estimated the moral and intellectual wellbeing of mankind first, and the wealth of nations and individuals second, may have a salutary influence on the speculations of modern times. Many political maxims originate in a reaction against an opposite error; and when the errors against which they were directed have passed away, they in turn become errors.
- Plato’s views of education are in several respects remarkable; like the rest of the Republic they are partly Greek and partly ideal, beginning with the ordinary curriculum of the Greek youth, and extending to after-life. Plato is the first writer who distinctly says that education is to comprehend the whole of life, and to be a preparation for another in which education begins again. This is the continuous thread which runs through the Republic, and which more than any other of his ideas admits of an application to modern life.
He has long given up the notion that virtue cannot be taught; and he is disposed to modify the thesis of the Protagoras, that the virtues are one and not many. He is not unwilling to admit the sensible world into his scheme of truth. Nor does he assert in the Republic the involuntariness of vice, which is maintained by him in the Timaeus, Sophist, and Laws (Protag., Apol., Gorg.). Nor do the so-called Platonic ideas recovered from a former state of existence affect his theory of mental improvement. Still we observe in him the remains of the old Socratic doctrine, that true knowledge must be elicited from within, and is to be sought for in ideas, not in particulars of sense. Education, as he says, will implant a principle of intelligence which is better than ten thousand eyes. The paradox that the virtues are one, and the kindred notion that all virtue is knowledge, are not entirely renounced; the first is seen in the supremacy given to justice over the rest; the second in the tendency to absorb the moral virtues in the intellectual, and to centre all goodness in the contemplation of the idea of good. The world of sense is still depreciated and identified with opinion, though admitted to be a shadow of the true. In the Republic he is evidently impressed with the conviction that vice arises chiefly from ignorance and may be cured by education; the multitude are hardly to be deemed responsible for what they do. A faint allusion to the doctrine of reminiscence occurs in the Tenth Book; but Plato’s views of education have no more real connection with a previous state of existence than our own; he only proposes to elicit from the mind that which is there already. Education is represented by him, not as the filling of a vessel, but as the turning the eye of the soul towards the light.
He treats first of music or literature, which he divides into true and false, and then goes on to gymnastics; of infancy in the Republic he takes no notice, though in the Laws he gives sage counsels about the nursing of children and the management of the mothers, and would have an education which is even prior to birth. But in the Republic he begins with the age at which the child is capable of receiving ideas, and boldly asserts, in language which sounds paradoxical to modern ears, that he must be taught the false before he can learn the true. The modern and ancient philosophical world are not agreed about truth and falsehood; the one identifies truth almost exclusively with fact, the other with ideas. This is the difference between ourselves and Plato, which is, however, partly a difference of words. For we too should admit that a child must receive many lessons which he imperfectly understands; he must be taught some things in a figure only, some too which he can hardly be expected to believe when he grows older; but we should limit the use of fiction by the necessity of the case. Plato would draw the line differently; according to him the aim of early education is not truth as a matter of fact, but truth as a matter of principle; the child is to be taught first simple religious truths, and then simple moral truths, and insensibly to learn the lesson of good manners and good taste. He would make an entire reformation of the old mythology; like Xenophanes and Heracleitus he is sensible of the deep chasm which separates his own age from Homer and Hesiod, whom he quotes and invests with an imaginary authority, but only for his own purposes. The lusts and treacheries of the gods are to be banished; the terrors of the world below are to be dispelled; the misbehaviour of the Homeric heroes is not to be a model for youth. But there is another strain heard in Homer which may teach our youth endurance; and something may be learnt in medicine from the simple practice of the Homeric age. The principles on which religion is to be based are two only: first, that God is true; secondly, that he is good. Modern and Christian writers have often fallen short of these; they can hardly be said to have gone beyond them.
The young are to be brought up in happy surroundings, out of the way of sights or sounds which may hurt the character or vitiate the taste. They are to live in an atmosphere of health; the breeze is always to be wafting to them the impressions of truth and goodness. Could such an education be realized, or if our modern religious education could be bound up with truth and virtue and good manners and good taste, that would be the best hope of human improvement. Plato, like ourselves, is looking forward to changes in the moral and religious world, and is preparing for them. He recognizes the danger of unsettling young men’s minds by sudden changes of laws and principles, by destroying the sacredness of one set of ideas when there is nothing else to take their place. He is afraid too of the influence of the drama, on the ground that it encourages false sentiment, and therefore he would not have his children taken to the theatre; he thinks that the effect on the spectators is bad, and on the actors still worse. His idea of education is that of harmonious growth, in which are insensibly learnt the lessons of temperance and endurance, and the body and mind develope in equal proportions. The first principle which runs through all art and nature is simplicity; this also is to be the rule of human life.
The second stage of education is gymnastic, which answers to the period of muscular growth and development. The simplicity which is enforced in music is extended to gymnastic; Plato is aware that the training of the body may be inconsistent with the training of the mind, and that bodily exercise may be easily overdone. Excessive training of the body is apt to give men a headache or to render them sleepy at a lecture on philosophy, and this they attribute not to the true cause, but to the nature of the subject. Two points are noticeable in Plato’s treatment of gymnastic:—First, that the time of training is entirely separated from the time of literary education. He seems to have thought that two things of an opposite and different nature could not be learnt at the same time. Here we can hardly agree with him; and, if we may judge by experience, the effect of spending three years between the ages of fourteen and seventeen in mere bodily exercise would be far from improving to the intellect. Secondly, he affirms that music and gymnastic are not, as common opinion is apt to imagine, intended, the one for the cultivation of the mind and the other of the body, but that they are both equally designed for the improvement of the mind. The body, in his view, is the servant of the mind; the subjection of the lower to the higher is for the advantage of both. And doubtless the mind may exercise a very great and paramount influence over the body, if exerted not at particular moments and by fits and starts, but continuously, in making preparation for the whole of life. Other Greek writers saw the mischievous tendency of Spartan discipline (Arist. Pol; Thuc.). But only Plato recognized the fundamental error on which the practice was based.
The subject of gymnastic leads Plato to the sister subject of medicine, which he further illustrates by the parallel of law. The modern disbelief in medicine has led in this, as in some other departments of knowledge, to a demand for greater simplicity; physicians are becoming aware that they often make diseases ‘greater and more complicated’ by their treatment of them (Rep.). In two thousand years their art has made but slender progress; what they have gained in the analysis of the parts is in a great degree lost by their feebler conception of the human frame as a whole. They have attended more to the cure of diseases than to the conditions of health; and the improvements in medicine have been more than counterbalanced by the disuse of regular training. Until lately they have hardly thought of air and water, the importance of which was well understood by the ancients; as Aristotle remarks, ‘Air and water, being the elements which we most use, have the greatest effect upon health’ (Polit.). For ages physicians have been under the dominion of prejudices which have only recently given way; and now there are as many opinions in medicine as in theology, and an equal degree of scepticism and some want of toleration about both. Plato has several good notions about medicine; according to him, ‘the eye cannot be cured without the rest of the body, nor the body without the mind’ (Charm.). No man of sense, he says in the Timaeus, would take physic; and we heartily sympathize with him in the Laws when he declares that ‘the limbs of the rustic worn with toil will derive more benefit from warm baths than from the prescriptions of a not over wise doctor.’ But we can hardly praise him when, in obedience to the authority of Homer, he depreciates diet, or approve of the inhuman spirit in which he would get rid of invalid and useless lives by leaving them to die. He does not seem to have considered that the ‘bridle of Theages’ might be accompanied by qualities which were of far more value to the State than the health or strength of the citizens; or that the duty of taking care of the helpless might be an important element of education in a State. The physician himself (this is a delicate and subtle observation) should not be a man in robust health; he should have, in modern phraseology, a nervous temperament; he should have experience of disease in his own person, in order that his powers of observation may be quickened in the case of others.
The perplexity of medicine is paralleled by the perplexity of law; in which, again, Plato would have men follow the golden rule of simplicity. Greater matters are to be determined by the legislator or by the oracle of Delphi, lesser matters are to be left to the temporary regulation of the citizens themselves. Plato is aware that laissez faire is an important element of government. The diseases of a State are like the heads of a hydra; they multiply when they are cut off. The true remedy for them is not extirpation but prevention. And the way to prevent them is to take care of education, and education will take care of all the rest. So in modern times men have often felt that the only political measure worth having—the only one which would produce any certain or lasting effect, was a measure of national education. And in our own more than in any previous age the necessity has been recognized of restoring the ever-increasing confusion of law to simplicity and common sense.
When the training in music and gymnastic is completed, there follows the first stage of active and public life. But soon education is to begin again from a new point of view. In the interval between the Fourth and Seventh Books we have discussed the nature of knowledge, and have thence been led to form a higher conception of what was required of us. For true knowledge, according to Plato, is of abstractions, and has to do, not with particulars or individuals, but with universals only; not with the beauties of poetry, but with the ideas of philosophy. And the great aim of education is the cultivation of the habit of abstraction. This is to be acquired through the study of the mathematical sciences. They alone are capable of giving ideas of relation, and of arousing the dormant energies of thought.
Mathematics in the age of Plato comprehended a very small part of that which is now included in them; but they bore a much larger proportion to the sum of human knowledge. They were the only organon of thought which the human mind at that time possessed, and the only measure by which the chaos of particulars could be reduced to rule and order. The faculty which they trained was naturally at war with the poetical or imaginative; and hence to Plato, who is everywhere seeking for abstractions and trying to get rid of the illusions of sense, nearly the whole of education is contained in them. They seemed to have an inexhaustible application, partly because their true limits were not yet understood. These Plato himself is beginning to investigate; though not aware that number and figure are mere abstractions of sense, he recognizes that the forms used by geometry are borrowed from the sensible world. He seeks to find the ultimate ground of mathematical ideas in the idea of good, though he does not satisfactorily explain the connexion between them; and in his conception of the relation of ideas to numbers, he falls very far short of the definiteness attributed to him by Aristotle (Met.). But if he fails to recognize the true limits of mathematics, he also reaches a point beyond them; in his view, ideas of number become secondary to a higher conception of knowledge. The dialectician is as much above the mathematician as the mathematician is above the ordinary man. The one, the self-proving, the good which is the higher sphere of dialectic, is the perfect truth to which all things ascend, and in which they finally repose.
This self-proving unity or idea of good is a mere vision of which no distinct explanation can be given, relative only to a particular stage in Greek philosophy. It is an abstraction under which no individuals are comprehended, a whole which has no parts (Arist., Nic. Eth.). The vacancy of such a form was perceived by Aristotle, but not by Plato. Nor did he recognize that in the dialectical process are included two or more methods of investigation which are at variance with each other. He did not see that whether he took the longer or the shorter road, no advance could be made in this way. And yet such visions often have an immense effect; for although the method of science cannot anticipate science, the idea of science, not as it is, but as it will be in the future, is a great and inspiring principle. In the pursuit of knowledge we are always pressing forward to something beyond us; and as a false conception of knowledge, for example the scholastic philosophy, may lead men astray during many ages, so the true ideal, though vacant, may draw all their thoughts in a right direction. It makes a great difference whether the general expectation of knowledge, as this indefinite feeling may be termed, is based upon a sound judgment. For mankind may often entertain a true conception of what knowledge ought to be when they have but a slender experience of facts. The correlation of the sciences, the consciousness of the unity of nature, the idea of classification, the sense of proportion, the unwillingness to stop short of certainty or to confound probability with truth, are important principles of the higher education. Although Plato could tell us nothing, and perhaps knew that he could tell us nothing, of the absolute truth, he has exercised an influence on the human mind which even at the present day is not exhausted; and political and social questions may yet arise in which the thoughts of Plato may be read anew and receive a fresh meaning.
The Idea of good is so called only in the Republic, but there are traces of it in other dialogues of Plato. It is a cause as well as an idea, and from this point of view may be compared with the creator of the Timaeus, who out of his goodness created all things. It corresponds to a certain extent with the modern conception of a law of nature, or of a final cause, or of both in one, and in this regard may be connected with the measure and symmetry of the Philebus. It is represented in the Symposium under the aspect of beauty, and is supposed to be attained there by stages of initiation, as here by regular gradations of knowledge. Viewed subjectively, it is the process or science of dialectic. This is the science which, according to the Phaedrus, is the true basis of rhetoric, which alone is able to distinguish the natures and classes of men and things; which divides a whole into the natural parts, and reunites the scattered parts into a natural or organized whole; which defines the abstract essences or universal ideas of all things, and connects them; which pierces the veil of hypotheses and reaches the final cause or first principle of all; which regards the sciences in relation to the idea of good. This ideal science is the highest process of thought, and may be described as the soul conversing with herself or holding communion with eternal truth and beauty, and in another form is the everlasting question and answer—the ceaseless interrogative of Socrates. The dialogues of Plato are themselves examples of the nature and method of dialectic. Viewed objectively, the idea of good is a power or cause which makes the world without us correspond with the world within. Yet this world without us is still a world of ideas. With Plato the investigation of nature is another department of knowledge, and in this he seeks to attain only probable conclusions (Timaeus).
If we ask whether this science of dialectic which Plato only half explains to us is more akin to logic or to metaphysics, the answer is that in his mind the two sciences are not as yet distinguished, any more than the subjective and objective aspects of the world and of man, which German philosophy has revealed to us. Nor has he determined whether his science of dialectic is at rest or in motion, concerned with the contemplation of absolute being, or with a process of development and evolution. Modern metaphysics may be described as the science of abstractions, or as the science of the evolution of thought; modern logic, when passing beyond the bounds of mere Aristotelian forms, may be defined as the science of method. The germ of both of them is contained in the Platonic dialectic; all metaphysicians have something in common with the ideas of Plato; all logicians have derived something from the method of Plato. The nearest approach in modern philosophy to the universal science of Plato, is to be found in the Hegelian ‘succession of moments in the unity of the idea.’ Plato and Hegel alike seem to have conceived the world as the correlation of abstractions; and not impossibly they would have understood one another better than any of their commentators understand them (Swift’s Voyage to Laputa. ‘Having a desire to see those ancients who were most renowned for wit and learning, I set apart one day on purpose. I proposed that Homer and Aristotle might appear at the head of all their commentators; but these were so numerous that some hundreds were forced to attend in the court and outward rooms of the palace. I knew, and could distinguish these two heroes, at first sight, not only from the crowd, but from each other. Homer was the taller and comelier person of the two, walked very erect for one of his age, and his eyes were the most quick and piercing I ever beheld. Aristotle stooped much, and made use of a staff. His visage was meagre, his hair lank and thin, and his voice hollow. I soon discovered that both of them were perfect strangers to the rest of the company, and had never seen or heard of them before. And I had a whisper from a ghost, who shall be nameless, “That these commentators always kept in the most distant quarters from their principals, in the lower world, through a consciousness of shame and guilt, because they had so horribly misrepresented the meaning of these authors to posterity.” I introduced Didymus and Eustathius to Homer, and prevailed on him to treat them better than perhaps they deserved, for he soon found they wanted a genius to enter into the spirit of a poet. But Aristotle was out of all patience with the account I gave him of Scotus and Ramus, as I presented them to him; and he asked them “whether the rest of the tribe were as great dunces as themselves?”’). There is, however, a difference between them: for whereas Hegel is thinking of all the minds of men as one mind, which developes the stages of the idea in different countries or at different times in the same country, with Plato these gradations are regarded only as an order of thought or ideas; the history of the human mind had not yet dawned upon him.
Many criticisms may be made on Plato’s theory of education. While in some respects he unavoidably falls short of modern thinkers, in others he is in advance of them. He is opposed to the modes of education which prevailed in his own time; but he can hardly be said to have discovered new ones. He does not see that education is relative to the characters of individuals; he only desires to impress the same form of the state on the minds of all. He has no sufficient idea of the effect of literature on the formation of the mind, and greatly exaggerates that of mathematics. His aim is above all things to train the reasoning faculties; to implant in the mind the spirit and power of abstraction; to explain and define general notions, and, if possible, to connect them. No wonder that in the vacancy of actual knowledge his followers, and at times even he himself, should have fallen away from the doctrine of ideas, and have returned to that branch of knowledge in which alone the relation of the one and many can be truly seen—the science of number. In his views both of teaching and training he might be styled, in modern language, a doctrinaire; after the Spartan fashion he would have his citizens cast in one mould; he does not seem to consider that some degree of freedom, ‘a little wholesome neglect,’ is necessary to strengthen and develope the character and to give play to the individual nature. His citizens would not have acquired that knowledge which in the vision of Er is supposed to be gained by the pilgrims from their experience of evil.
On the other hand, Plato is far in advance of modern philosophers and theologians when he teaches that education is to be continued through life and will begin again in another. He would never allow education of some kind to cease; although he was aware that the proverbial saying of Solon, ‘I grow old learning many things,’ cannot be applied literally. Himself ravished with the contemplation of the idea of good, and delighting in solid geometry (Rep.), he has no difficulty in imagining that a lifetime might be passed happily in such pursuits. We who know how many more men of business there are in the world than real students or thinkers, are not equally sanguine. The education which he proposes for his citizens is really the ideal life of the philosopher or man of genius, interrupted, but only for a time, by practical duties,—a life not for the many, but for the few.
Yet the thought of Plato may not be wholly incapable of application to our own times. Even if regarded as an ideal which can never be realized, it may have a great effect in elevating the characters of mankind, and raising them above the routine of their ordinary occupation or profession. It is the best form under which we can conceive the whole of life. Nevertheless the idea of Plato is not easily put into practice. For the education of after life is necessarily the education which each one gives himself. Men and women cannot be brought together in schools or colleges at forty or fifty years of age; and if they could the result would be disappointing. The destination of most men is what Plato would call ‘the Den’ for the whole of life, and with that they are content. Neither have they teachers or advisers with whom they can take counsel in riper years. There is no ‘schoolmaster abroad’ who will tell them of their faults, or inspire them with the higher sense of duty, or with the ambition of a true success in life; no Socrates who will convict them of ignorance; no Christ, or follower of Christ, who will reprove them of sin. Hence they have a difficulty in receiving the first element of improvement, which is self-knowledge. The hopes of youth no longer stir them; they rather wish to rest than to pursue high objects. A few only who have come across great men and women, or eminent teachers of religion and morality, have received a second life from them, and have lighted a candle from the fire of their genius.