§8.1337aὅτι μὲν οὖν τῷ νομοθέτῃ μάλιστα πραγματευτέον περὶ τὴν τῶν νέων παιδείαν, οὐδεὶς ἂν ἀμφισβητήσειε· καὶ γὰρ ἐν ταῖς πόλεσιν οὐ γιγνόμενον τοῦτο βλάπτει τὰς πολιτείας·
No one, therefore, would dispute that the legislator must especially busy himself with the education of the young; for in cities where this is not done, it damages the constitutions.
δεῖ γὰρ πρὸς ἑκάστην παιδεύεσθαι, τὸ γὰρ ἦθος τῆς πολιτείας ἑκάστης τὸ οἰκεῖον καὶ φυλάττειν εἴωθε τὴν πολιτείαν καὶ καθίστησιν ἐξ ἀρχῆς, οἷον τὸ μὲν δημοκρατικὸν δημοκρατίαν τὸ δʼ ὀλιγαρχικὸν ὀλιγαρχίαν· ἀεὶ δὲ τὸ βέλτιον ἦθος βελτίονος αἴτιον πολιτείας.
For one must be educated in conformity with each constitution; for the character proper to each constitution both customarly preserves the constitution and establishes it from the beginning, as, for instance, a democratic character preserves a democracy, and an oligarchic one an oligarchy; and the best character is always the cause of a better constitution.
ἔτι δὲ πρὸς πάσας δυνάμεις καὶ τέχνας ἔστιν ἃ δεῖ προπαιδεύεσθαι καὶ προεθίζεσθαι πρὸς τὰς ἑκάστων ἐργασίας, ὥστε δῆλον ὅτι καὶ πρὸς τὰς τῆς ἀρετῆς πράξεις·
Furthermore, for all capacities and arts, there are certain things which one must be educated in beforehand and habituated to beforehand with a view to their respective activities, so that it is clear that this is also the case for the activities of virtue.
ἐπεὶ δʼ ἓν τὸ τέλος τῇ πόλει πάσῃ, φανερὸν ὅτι καὶ τὴν παιδείαν μίαν καὶ τὴν αὐτὴν ἀναγκαῖον εἶναι πάντων, καὶ ταύτης τὴν ἐπιμέλειαν εἶναι κοινὴν καὶ μὴ κατʼ ἰδίαν, ὃν τρόπον νῦν ἕκαστος ἐπιμελεῖται τῶν αὑτοῦ τέκνων ἰδίᾳ τε καὶ μάθησιν ἰδίαν, ἣν ἂν δόξῃ, διδάσκων.
And since there is one end for the whole city, it is manifest that the education must also be one and the same for all, and that the care of this must be common and not private, in the manner that now each person cares for his own children privately, teaching them whatever private learning they please.
δεῖ δὲ τῶν κοινῶν κοινὴν ποιεῖσθαι καὶ τὴν ἄσκησιν.
But for common things, the training also must be made common.
ἅμα δὲ οὐδὲ χρὴ νομίζειν αὐτὸν αὑτοῦ τινα εἶναι τῶν πολιτῶν, ἀλλὰ πάντας τῆς πόλεως, μόριον γὰρ ἕκαστος τῆς πόλεως· ἡ δʼ ἐπιμέλεια πέφυκεν ἑκάστου μορίου βλέπειν πρὸς τὴν τοῦ ὅλου ἐπιμέλειαν.
At the same time, one must not even think that any of the citizens belongs to himself, but rather that all belong to the city, for each is a part of the city; and the care of each part naturally looks to the care of the whole.
ἐπαινέσειε δʼ ἄν τις κατὰ τοῦτο Λακεδαιμονίους· καὶ γὰρ πλείστην ποιοῦνται σπουδὴν περὶ τοὺς παῖδας καὶ κοινῇ ταύτην.
In this respect, one might praise the Lacedaemonians; for they make the greatest efforts concerning their children, and this in a common way.
ὅτι μὲν οὖν νομοθετητέον περὶ παιδείας καὶ ταύτην κοινὴν ποιητέον, φανερόν· τίς δʼ ἔσται ἡ παιδεία καὶ πῶς χρὴ παιδεύεσθαι, δεῖ μὴ λανθάνειν.
That, therefore, one must legislate concerning education and make this common, is manifest; but what the education will be, and how one must be educated, must not escape notice.
νῦν γὰρ ἀμφισβητεῖται περὶ τῶν ἔργων.
For at present, there is dispute about the actions.
οὐ γὰρ ταὐτὰ πάντες ὑπολαμβάνουσι δεῖν μανθάνειν τοὺς νέους οὔτε πρὸς ἀρετὴν οὔτε πρὸς τὸν βίον τὸν ἄριστον, οὐδὲ φανερὸν πότερον πρὸς τὴν διάνοιαν πρέπει μᾶλλον ἢ πρὸς τὸ τῆς ψυχῆς ἦθος· ἔκ τε τῆς ἐμποδὼν παιδείας ταραχώδης ἡ σκέψις καὶ δῆλον οὐδὲν πότερον ἀσκεῖν δεῖ τὰ χρήσιμα πρὸς τὸν βίον ἢ τὰ τείνοντα πρὸς ἀρετὴν ἢ τὰ περιττά (πάντα γὰρ εἴληφε ταῦτα κριτάς τινας)· §8.1337bπερί τε τῶν πρὸς ἀρετὴν οὐθέν ἐστιν ὁμολογούμενον (καὶ γὰρ τὴν ἀρετὴν οὐ τὴν αὐτὴν εὐθὺς πάντες τιμῶσιν, ὥστʼ εὐλόγως διαφέρονται καὶ πρὸς τὴν ἄσκησιν αὐτῆς).
For not all conceive that the young must learn the same things, either with a view to virtue or to the best life, nor is it manifest whether it is more fitting to look to the intellect or to the character of the soul; and from the present education, the inquiry is confusing, and it is not at all clear whether one must train in things useful for life, or things tending to virtue, or extraordinary things (for all of these have found some judges); and concerning things tending to virtue, there is no agreement (for even virtue itself is not immediately honored by all in the same way, so that reasonably they also differ in its training).
ὅτι μὲν οὖν τὰ ἀναγκαῖα δεῖ διδάσκεσθαι τῶν χρησίμων, οὐκ ἄδηλον· ὅτι δὲ οὐ πάντα, διῃρημένων τῶν τε ἐλευθερίων ἔργων καὶ τῶν ἀνελευθερίων φανερόν, καὶ ὅτι τῶν τοιούτων δεῖ μετέχειν ὅσα τῶν χρησίμων ποιήσει τὸν μετέχοντα μὴ βάναυσον.
That, therefore, the young must be taught those useful things which are necessary, is not unclear; but that they should not be taught all of them is manifest, when a division is made between free and unfree activities, and that they must participate in only those useful things which will not make the participant vulgar.
βάναυσον δʼ ἔργον εἶναι δεῖ τοῦτο νομίζειν καὶ τέχνην ταύτην καὶ μάθησιν, ὅσαι πρὸς τὰς χρήσεις καὶ τὰς πράξεις τὰς τῆς ἀρετῆς ἄχρηστον ἀπεργάζονται τὸ σῶμα τῶν ἐλευθέρων ἢ τὴν διάνοιαν.
And we must consider a vulgar task, art, or learning to be that which renders the body of free persons, or their intellect, useless for the employments and actions of virtue.
διὸ τάς τε τοιαύτας τέχνας ὅσαι τὸ σῶμα παρασκευάζουσι χεῖρον διακεῖσθαι βαναύσους καλοῦμεν, καὶ τὰς μισθαρνικὰς ἐργασίας· ἄσχολον γὰρ ποιοῦσι τὴν διάνοιαν καὶ ταπεινήν.
Therefore, we call those arts vulgar which prepare the body to be in a worse state, and also wage-earning occupations; for they make the intellect busy and humble.
ἔστι δὲ καὶ τῶν ἐλευθερίων ἐπιστημῶν μέχρι μὲν τινὸς ἐνίων μετέχειν οὐκ ἀνελεύθερον, τὸ δὲ προσεδρεύειν λίαν πρὸς ἀκρίβειαν ἔνοχον ταῖς εἰρημέναις βλάβαις.
And even of the liberal sciences, to participate in some of them up to a certain point is not illiberal, but to apply oneself too closely to their exactness is liable to the aforementioned harms.
ἔχει δὲ πολλὴν διαφορὰν καὶ τὸ τίνος ἕνεκεν πράττει τις ἢ μανθάνει· τὸ μὲν γὰρ αὑτοῦ χάριν ἢ φίλων ἢ διʼ ἀρετὴν οὐκ ἀνελεύθερον, ὁ δὲ ταὐτὸ τοῦτο πράττων διʼ ἄλλους πολλάκις θητικὸν καὶ δουλικὸν δόξειεν ἂν πράττειν.
And it makes a great difference for the sake of what one does or learns something; for doing it for one's own sake, or for friends, or on account of virtue, is not illiberal, but the person who does this same thing for others would often seem to act in a hireling and slavish manner.
αἱ μὲν οὖν καταβεβλημέναι νῦν μαθήσεις, καθάπερ ἐλέχθη πρότερον, ἐπαμφοτερίζουσιν· ἔστι δὲ τέτταρα σχεδὸν ἃ παιδεύειν εἰώθασι,
γράμματα καὶ γυμναστικὴν καὶ μουσικὴν καὶ τέταρτον ἔνιοι γραφικήν, τὴν μὲν γραμματικὴν καὶ γραφικὴν ὡς χρησίμους πρὸς τὸν βίον οὔσας καὶ πολυχρήστους, τὴν δὲ γυμναστικὴν ὡς συντείνουσαν πρὸς ἀνδρείαν· τὴν δὲ μουσικὴν ἤδη διαπορήσειεν ἄν τις.
The studies now established, therefore, as was said before, are of a double character; and there are nearly four things which people are accustomed to teach, namely, reading and writing, gymnastics, music, and fourth, some add drawing; reading and writing and drawing because they are useful for life and of great service, gymnastics because it contributes to courage; but concerning music, one might already raise difficulties.
νῦν μὲν γὰρ ὡς ἡδονῆς χάριν οἱ πλεῖστοι μετέχουσιν αὐτῆς· οἱ δʼ ἐξ ἀρχῆς ἔταξαν ἐν παιδείᾳ διὰ τὸ τὴν φύσιν αὐτὴν ζητεῖν, ὅπερ πολλάκις εἴρηται, μὴ μόνον ἀσχολεῖν ὀρθῶς ἀλλὰ καὶ σχολάζειν δύνασθαι καλῶς.
For at present, most people participate in it for the sake of pleasure; but those of old placed it in education because nature itself seeks, as has been said many times, not only to be busy rightly but also to be able to use leisure well.
αὕτη γὰρ ἀρχὴ πάντων μία· καὶ πάλιν εἴπωμεν περὶ αὐτῆς.
For this is the first principle of all things; and let us speak of it again.
εἰ δʼ ἄμφω μὲν δεῖ, μᾶλλον δὲ αἱρετὸν τὸ σχολάζειν τῆς ἀσχολίας καὶ τέλος, ζητητέον ὅ τι δεῖ ποιοῦντας σχολάζειν.
For if both are necessary, but to use leisure is more choiceworthy than to be busy and is its end, we must investigate what we must do to use leisure.
οὐ γὰρ δὴ παίζοντας· τέλος γὰρ ἀναγκαῖον εἶναι τοῦ βίου τὴν παιδιὰν ἡμῖν.
For surely we must not do so by playing; for then play would necessarily be the end of life for us.
εἰ δὲ τοῦτο ἀδύνατον, καὶ μᾶλλον ἐν ταῖς ἀσχολίαις χρηστέον ταῖς παιδιαῖς (ὁ γὰρ πονῶν δεῖται τῆς ἀναπαύσεως, ἡ δὲ παιδιὰ χάριν ἀναπαύσεώς ἐστιν· τὸ δʼ ἀσχολεῖν συμβαίνει μετὰ πόνου καὶ συντονίας), διὰ τοῦτο δεῖ παιδιὰς εἰσάγεσθαι καιροφυλακοῦντας τὴν χρῆσιν, ὡς προσάγοντας φαρμακείας χάριν.
But if this is impossible, and play must rather be used in our occupations (for the person who labors needs relaxation, and play is for the sake of relaxation; and to be busy happens to be accompanied by labor and exertion), for this reason we must introduce plays, watching the right time for their use, as if administering them for the sake of medicine.
ἄνεσις γὰρ ἡ τοιαύτη κίνησις τῆς ψυχῆς, καὶ διὰ τὴν ἡδονὴν ἀνάπαυσις.
For such movement of the soul is relaxation, and because of pleasure, it is rest.