- Source
- Platonis Opera Tomus IV: Tetralogia VIII. Burnet, John, editor. Oxford: Clarendon Press, 1905.
- Translation
- AI-generated (gemini-3.5-flash) — machine translation; may contain errors
- Languages
- 日本語 · English · 简体中文 · 한국어
- CTS URN
- urn:cts:greekLit:tlg0059.tlg030.humanitext-grc2:7.536-7.537
- Generated
- Humanitext Reader · reader.humanitext.ai · 2026-10-28
Socrates discusses the importance of distinguishing genuine from bastard virtues in selecting rulers, emphasizing that children's education should be conducted through play rather than compulsion. He outlines the selection processes at ages twenty and thirty, highlighting the need for a comprehensive view of studies as a test of dialectical nature, and warns against the dangers currently associated with early exposure to dialectic.
παντάπασι μὲν οὖν, ἔφη. καὶ πρὸς σωφροσύνην, ἦν δʼ ἐγώ, καὶ ἀνδρείαν καὶ μεγαλοπρέπειαν καὶ πάντα τὰ τῆς ἀρετῆς μέρη οὐχ ἥκιστα δεῖ φυλάττειν τὸν νόθον τε καὶ τὸν γνήσιον.1 ὅταν γάρ τις μὴ ἐπίστηται πάντῃ τὰ τοιαῦτα σκοπεῖν καὶ ἰδιώτης καὶ πόλις, λανθάνουσι χωλοῖς τε καὶ νόθοις χρώμενοι πρὸς ὅτι ἂν τύχωσι τούτων, οἱ μὲν φίλοις, οἱ δὲ ἄρχουσι. καὶ μάλα, ἔφη, οὕτως ἔχει. ἡμῖν δή, ἦν δʼ ἐγώ, πάντα τὰ τοιαῦτα διευλαβητέον· ὡς ἐὰν μὲν ἀρτιμελεῖς τε καὶ ἀρτίφρονας ἐπὶ τοσαύτην μάθησιν καὶ τοσαύτην ἄσκησιν κομίσαντες παιδεύωμεν, ἥ τε δίκη ἡμῖν οὐ μέμψεται αὐτή, τήν τε πόλιν καὶ πολιτείαν σώσομεν, ἀλλοίους δὲ ἄγοντες2 ἐπὶ ταῦτα τἀναντία πάντα καὶ πράξομεν καὶ φιλοσοφίας ἔτι πλείω γέλωτα καταντλήσομεν. αἰσχρὸν μεντἂν εἴη, ἦ δʼ ὅς. πάνυ μὲν οὖν, εἶπον· γελοῖον δʼ ἔγωγε καὶ ἐν τῷ παρόντι τι ἔοικα παθεῖν. τὸ ποῖον; ἔφη. ἐπελαθόμην, ἦν δʼ ἐγώ, ὅτι ἐπαίζομεν, καὶ μᾶλλον ἐντεινάμενος εἶπον. λέγων γὰρ ἅμα ἔβλεψα πρὸς φιλοσοφίαν, καὶ ἰδὼν προπεπηλακισμένην ἀναξίως ἀγανακτήσας μοι δοκῶ καὶ ὥσπερ θυμωθεὶς τοῖς αἰτίοις3 σπουδαιότερον εἰπεῖν ἃ εἶπον. οὐ μὰ τὸν Δίʼ, ἔφη, οὔκουν ὥς γʼ ἐμοὶ ἀκροατῇ. ἀλλʼ ὡς ἐμοί, ἦν δʼ ἐγώ, ῥήτορι. τόδε δὲ μὴ ἐπιλανθανώμεθα, ὅτι ἐν μὲν τῇ προτέρᾳ ἐκλογῇ πρεσβύτας ἐξελέγομεν, ἐν δὲ ταύτῃ οὐκ ἐγχωρήσει· Σόλωνι γὰρ οὐ πειστέον ὡς γηράσκων τις πολλὰ δυνατὸς μανθάνειν, ἀλλʼ ἧττον ἢ τρέχειν, νέων δὲ πάντες οἱ μεγάλοι καὶ οἱ πολλοὶ πόνοι. ἀνάγκη, ἔφη. τὰ μὲν τοίνυν λογισμῶν τε καὶ γεωμετριῶν καὶ πάσης τῆς προπαιδείας, ἣν τῆς διαλεκτικῆς δεῖ προπαιδευθῆναι, παισὶν οὖσι χρὴ προβάλλειν, οὐχ ὡς ἐπάναγκες μαθεῖν τὸ σχῆμα τῆς διδαχῆς ποιουμένους. τί δή; ὅτι, ἦν δʼ ἐγώ, οὐδὲν μάθημα μετὰ δουλείας τὸν ἐλεύθερον χρὴ μανθάνειν. οἱ μὲν γὰρ τοῦ σώματος πόνοι βίᾳ πονούμενοι χεῖρον οὐδὲν τὸ σῶμα ἀπεργάζονται, ψυχῇ δὲ βίαιον οὐδὲν ἔμμονον μάθημα.4 ἀληθῆ, ἔφη.
”Entirely so,” he said. “And with respect to temperance,” I said, “and courage and magnificence and all the parts of virtue, we must no less guard against the bastard and the genuine. For when someone does not know how to examine such things thoroughly, whether an individual or a city, they unconsciously employ lame and bastard people for whatever they happen to need them for, some as friends, others as rulers.” “Very much so,” he said. “We, then,” I said, “must be on our guard against all such things; for if we bring sound-limbed and sound-minded people to such great learning and such great training and educate them, Justice herself will not blame us, and we shall save the city and the constitution; but if we bring people of a different sort to these things, we shall do the exact opposite and pour even more ridicule upon philosophy.” “That would indeed be shameful,” he said. “Entirely so,” I said. “And I myself seem to have experienced something ridiculous at present.” “What sort of thing?” he said. ”I forgot,” I said, “that we were playing, and I spoke with too much tension. For as I was speaking, I looked at philosophy, and seeing her unworthily mud-splattered, I think I became indignant, and as if angry with those who are responsible, I spoke what I said too seriously.” “By Zeus, no,” he said, “at least not to me as a listener.” “But to me as the speaker,” I said. “And let us not forget this, that in our former election we chose elderly men, but in this one it will not be allowed. For we must not believe Solon when he says that someone who is growing old is able to learn many things, but rather he is less able to do so than to run; all great and many labors belong to the young.” “Necessarily,” he said. “Then, indeed, the studies of calculation and geometry and all the preliminary education that must be taught before dialectic should be put before them while they are still children, not making the form of instruction a matter of compulsion to learn.” “Why is that?” ”Because,” I said, “no free person should learn any study with slavery. For physical labors, when performed under compulsion, do not make the body any worse, but in the soul, no forced study remains permanent.” “True,” he said.
μὴ τοίνυν βίᾳ, εἶπον, ὦ ἄριστε, τοὺς παῖδας ἐν τοῖς μαθήμασιν ἀλλὰ παίζοντας τρέφε, ἵνα καὶ μᾶλλον οἷός τʼ ᾖς καθορᾶν ἐφʼ ὃ ἕκαστος πέφυκεν. ἔχει ὃ λέγεις, ἔφη, λόγον. οὐκοῦν μνημονεύεις, ἦν δʼ ἐγώ, ὅτι καὶ εἰς τὸν πόλεμον ἔφαμεν τοὺς παῖδας εἶναι ἀκτέον ἐπὶ τῶν ἵππων θεωρούς, καὶ ἐάν που ἀσφαλὲς ᾖ, προσακτέον ἐγγὺς καὶ γευστέον αἵματος, ὥσπερ τοὺς σκύλακας; μέμνημαι, ἔφη. ἐν πᾶσι δὴ τούτοις, ἦν δʼ ἐγώ, τοῖς τε πόνοις καὶ μαθήμασι καὶ φόβοις ὃς ἂν ἐντρεχέστατος ἀεὶ φαίνηται, εἰς ἀριθμόν τινα ἐγκριτέον. ἐν τίνι, ἔφη, ἡλικίᾳ; ἡνίκα, ἦν δʼ ἐγώ, τῶν ἀναγκαίων γυμνασίων μεθίενται· οὗτος γὰρ ὁ χρόνος, ἐάντε δύο ἐάντε τρία ἔτη γίγνηται, ἀδύνατός τι ἄλλο πρᾶξαι· κόποι γὰρ καὶ ὕπνοι μαθήμασι πολέμιοι. καὶ ἅμα μία καὶ αὕτη τῶν βασάνων οὐκ ἐλαχίστη, τίς ἕκαστος ἐν τοῖς γυμνασίοις φανεῖται. πῶς γὰρ οὔκ; ἔφη. μετὰ δὴ τοῦτον τὸν χρόνον, ἦν δʼ ἐγώ, ἐκ τῶν εἰκοσιετῶν οἱ προκριθέντες τιμάς τε μείζους τῶν ἄλλων οἴσονται, τά τε χύδην μαθήματα παισὶν ἐν τῇ παιδείᾳ γενόμενα τούτοις συνακτέον εἰς σύνοψιν οἰκειότητός τε ἀλλήλων τῶν μαθημάτων καὶ τῆς τοῦ ὄντος φύσεως. μόνη γοῦν, εἶπεν, ἡ τοιαύτη μάθησις βέβαιος, ἐν οἷς ἂν ἐγγένηται. καὶ μεγίστη γε, ἦν δʼ ἐγώ, πεῖρα διαλεκτικῆς φύσεως καὶ μή· ὁ μὲν γὰρ συνοπτικὸς διαλεκτικός, ὁ δὲ μὴ οὔ.5 συνοίομαι, ἦ δʼ ὅς. ταῦτα τοίνυν, ἦν δʼ ἐγώ, δεήσει σε ἐπισκοποῦντα οἳ ἂν μάλιστα τοιοῦτοι ἐν αὐτοῖς ὦσι καὶ μόνιμοι μὲν ἐν μαθήμασι, μόνιμοι δʼ ἐν πολέμῳ καὶ τοῖς ἄλλοις νομίμοις, τούτους αὖ, ἐπειδὰν τὰ τριάκοντα ἔτη ἐκβαίνωσιν, ἐκ τῶν προκρίτων προκρινάμενον εἰς μείζους τε τιμὰς καθιστάναι καὶ σκοπεῖν, τῇ τοῦ διαλέγεσθαι δυνάμει βασανίζοντα6 τίς ὀμμάτων καὶ τῆς ἄλλης αἰσθήσεως δυνατὸς μεθιέμενος ἐπʼ αὐτὸ τὸ ὂν μετʼ ἀληθείας ἰέναι. καὶ ἐνταῦθα δὴ πολλῆς φυλακῆς ἔργον, ὦ ἑταῖρε. τί μάλιστα; ἦ δʼ ὅς. οὐκ ἐννοεῖς, ἦν δʼ ἐγώ, τὸ νῦν περὶ τὸ διαλέγεσθαι κακὸν γιγνόμενον ὅσον γίγνεται; τὸ ποῖον; ἔφη. παρανομίας που, ἔφην ἐγώ, ἐμπίμπλανται. καὶ μάλα, ἔφη. θαυμαστὸν οὖν τι οἴει, εἶπον, πάσχειν αὐτούς, καὶ οὐ συγγιγνώσκεις; πῇ μάλιστα; ἔφη.
”Therefore, my excellent friend,” I said, “do not rear the children in their studies under compulsion, but playing, so that you may also be better able to discern what each is naturally suited for.” “What you say makes sense,” he said. “Do you not remember, then,” I said, “that we said the children should also be led into war on horses as spectators, and, if it should be safe anywhere, they should be brought close and given a taste of blood, like puppies?” “I remember,” he said. “In all these things, then,” I said, “the labors, studies, and fears, whoever always appears to be the most agile must be enrolled into a certain number.” ”At what age?” he said. “When,” I said, “they are released from the necessary gymnastics; for this period, whether it turns out to be two or three years, is incapable of doing anything else; for fatigue and sleep are enemies to studies. And at the same time, this is also not the least of the tests, how each one will appear in the gymnastics.” “How could it not be?” he said. “After this time, then,” I said, “from those of twenty years of age, those who have been pre-selected will receive greater honors than the others, and the studies which were acquired in a scattered manner by them as children in their education must be brought together for them into a comprehensive view of the relationship of the studies to one another and to the nature of being.” “At any rate, only such learning is lasting in whomsoever it is implanted,” he said. “And it is indeed the greatest test,” I said, “of a dialectical nature or its lack; for the one who can see things as a whole is a dialectician, and the one who cannot is not.” “I agree,” he said. “These things, then,” I said, “it will be necessary for you to examine, and whoever are most of this character among them, and steadfast in studies, steadfast in war and in the other customs—these, in turn, when they pass thirty years of age, selecting them from the pre-selected, you must establish in greater honors and examine, testing them by the power of dialectic, to see who is able, letting go of eyes and the other senses, to go to being itself with truth. And here indeed, my friend, is a task for great caution.” “Why especially?” he said. ”Do you not perceive,” I said, “how great is the evil that currently arises concerning dialectic?” “What sort?” he said. “They are filled, I suppose, with lawlessness,” I said. “Very much so,” he said. “Do you think, then,” I said, “that they suffer anything surprising, and do you not forgive them?” “In what way especially?” he said.
- 536aτὸν νόθον τε καὶ τὸν γνήσιον
This expression uses substantivized adjectives with the article, continuing the contrast between 'bastard' and 'genuine' introduced in 535c-d. Serving as the object of the verb φυλάττειν ('to guard against', 'to watch for'), it is interpreted as 'to distinguish carefully between them', especially in connection with the following verb σκοπεῖν ('to examine').
- 536bἀλλοίους δὲ ἄγοντες
This is a participle construction with the adversative conjunction δὲ and the participle ἄγοντες ('bringing', 'leading'), expressing a hypothetical or conditional nuance ('if we bring people of a different sort') in contrast to the preceding conditional clause ἐὰν μὲν ... παιδεύωμεν ('if we educate...').
- 536cὥσπερ θυμωθεὶς τοῖς αἰτίοις
The dative τοῖς αἰτίοις is governed by the passive participle θυμωθείς ('angered', 'provoked'), denoting the object of anger ('against those who are responsible' or 'the culprits').
- 536eψυχῇ δὲ βίαιον οὐδὲν ἔμμονον μάθημα
An elliptical sentence with the copula ἐστίν omitted. ψυχῇ is a dative of interest or reference ('for the soul'), while οὐδὲν βίαιον μάθημα ('no forced study') functions as the subject, and ἔμμονον ('lasting', 'permanent') as the predicate adjective.
- 537cὁ μὲν γὰρ συνοπτικὸς διαλεκτικός, ὁ δὲ μὴ οὔ
A highly elliptical construction. The second half ὁ δὲ μὴ stands for ὁ δὲ μὴ συνοπτικός ('the one who is not synoptic/cannot see things as a whole'), and οὔ negates the predicate ('is not a dialectician'). The implicit contrasting elements must be supplied for comprehension.
- 537dτῇ τοῦ διαλέγεσθαι δυνάμει βασανίζοντα
The accusative participle βασανίζοντα ('examining', 'testing') agrees in gender, number, and case with the accusative σε ('you'), which is the logical subject of the impersonal construction δεήσει ('it will be necessary'). Given the lengthy sentence structure, care must be taken to connect this participle to the main agent (Glaucon).
