Note: Plato’s teaching is presented in the form of a dialogue, known as the “dialectical method” of investgation. Simply read through the discussion between Socrate (left) and Glaucon (right).
|This is knowledge of the kind for which we are seeking, having a double use, military and philosophical; for the man of war must learn the art of number or he will not know how to array his troops, and the philosopher also, because he has to rise out of the sea of change and lay hold of true being, and therefore he must be an arithmetician.||That is true.|
And our guardian is both warrior and philosopher?
Then this is a kind of knowledge which legislation may fitly prescribe; and we must endeavour to persuade those who are to be the principal men of our State to go and learn arithmetic, not as amateurs, but they must carry on the study until they see the nature of numbers with the mind only; nor again, like merchants or retail-traders, with a view to buying or selling, but for the sake of their military use, and of the soul herself; and because this will be the easiest way for her to pass from becoming to truth and being.
That is excellent, he said.
Yes, I said, and now having spoken of it, I must add how charming the science is! and in how many ways it conduces to our desired end, if pursued in the spirit of a philosopher, and not of a shopkeeper!
|How do you mean?|
I mean, as I was saying, that arithmetic has a very great and elevating effect, compelling the soul to reason about abstract number, and rebelling against the introduction of visible or tangible objects into the argument. You know how steadily the masters of the art repel and ridicule any one who attempts to divide absolute unity when he is calculating, and if you divide, they multiply (Meaning either (1) that they integrate the number because they deny the possibility of
|That is very true.|
Now, suppose a person were to say to them: O my friends, what are these wonderful numbers about which you are reasoning, in which, as you say, there is a unity such as you demand, and each unit is equal, invariable, indivisible,–what would they answer?
They would answer, as I should conceive, that they were speaking of those numbers which can only be realized in thought.
Then you see that this knowledge may be truly called necessary, necessitating as it clearly does the use of the pure intelligence in the attainment of pure truth?
|Yes; that is a marked characteristic of it.|
And have you further observed, that those who have a natural talent for calculation are generally quick at every other kind of knowledge; and even the dull, if they have had an arithmetical training, although they may derive no other advantage from it, always become much quicker than they would otherwise have been.
|Very true, he said.|
|And indeed, you will not easily find a more difficult study, and not many as difficult.||You will not.|
|And, for all these reasons, arithmetic is a kind of knowledge in which the best natures should be trained, and which must not be given up.||I agree.|
|Let this then be made one of our subjects of education. And next, shall we enquire whether the kindred science also concerns us?||You mean geometry?|
|Exactly so.||Clearly, he said, we are concerned with that part of geometry which relates to war; for in pitching a camp, or taking up a position, or closing or extending the lines of an army, or any other military manoeuvre, whether in actual battle or on a march, it will make all the difference whether a general is or is not a geometrician.|
|Yes, I said, but for that purpose a very little of either geometry or calculation will be enough; the question relates rather to the greater and more advanced part of geometry–whether that tends in any degree to make more easy the vision of the idea of good; and thither, as I was saying, all things tend which compel the soul to turn her gaze towards that place, where is the full perfection of being, which she ought, by all means, to behold.||True, he said.|
|Then if geometry compels us to view being, it concerns us; if becoming only, it does not concern us?||Yes, that is what we assert.|
|Yet anybody who has the least acquaintance with geometry will not deny that such a conception of the science is in flat contradiction to the ordinary language of geometricians.||How so?|
|They have in view practice only, and are always speaking, in a narrow and ridiculous manner, of squaring and extending and applying and the like–they confuse the necessities of geometry with those of daily life; whereas knowledge is the real object of the whole science.||Certainly, he said.|
|Then must not a further admission be made?||What admission?|
|That the knowledge at which geometry aims is knowledge of the eternal, and not of aught perishing and transient.||That, he replied, may be readily allowed, and is true.|
|Then, my noble friend, geometry will draw the soul towards truth, and create the spirit of philosophy, and raise up that which is now unhappily allowed to fall down.||Nothing will be more likely to have such an effect.|
|Then nothing should be more sternly laid down than that the inhabitants of your fair city should by all means learn geometry. Moreover the science has indirect effects, which are not small.||Of what kind? he said.|
|There are the military advantages of which you spoke, I said; and in all departments of knowledge, as experience proves, any one who has studied geometry is infinitely quicker of apprehension than one who has not.||Yes indeed, he said, there is an infinite difference between them.|
|Then shall we propose this as a second branch of knowledge which our youth will study?||Let us do so, he replied.|
|And suppose we make astronomy the third–what do you say?|
I am strongly inclined to it, he said; the observation of the seasons and of months and years is as essential to the general as it is to the
|I am amused, I said, at your fear of the world, which makes you guard against the appearance of insisting upon useless studies; and I quite admit the difficulty of believing that in every man there is an eye of the soul which, when by other pursuits lost and dimmed, is by these purified and re-illumined; and is more precious far than ten thousand bodily eyes, for by it alone is truth seen. Now there are two classes of persons: one class of those who will agree with you and will take your words as a revelation; another class to whom they will be utterly unmeaning, and who will naturally deem them to be idle tales, for they see no sort of profit which is to be obtained from them. And therefore you had better decide at once with which of the two you are proposing to argue. You will very likely say with neither, and that your chief aim in carrying on the argument is your own improvement; at the same time you|
do not grudge to others any benefit which they may receive.
I think that I should prefer to carry on the argument mainly on my own behalf.
|Then take a step backward, for we have gone wrong in the order of the sciences.|
What was the mistake? he said.
|After plane geometry, I said, we proceeded at once to solids in revolution, instead of taking solids in themselves; whereas after the second dimension the third, which is concerned with cubes and dimensions of depth, ought to have followed.|
That is true, Socrates; but so little seems to be known as yet about these subjects.
|Why, yes, I said, and for two reasons:–in the first place, no government patronises them; this leads to a want of energy in the pursuit of them, and they are difficult; in the second place, students cannot learn them unless they have a director. But then a director can hardly be found, and even if he could, as matters now stand, the students, who are very conceited, would not attend to him. That, however, would be otherwise if the whole State became the director of these studies and gave honour to them; then disciples would want to come, and there would be continuous and earnest search, and discoveries would be made; since even now, disregarded as they are by the world, and maimed of their fair proportions, and although none of their votaries can tell the use of them, still these studies force their way by their natural charm, and very likely, if they had the help of the State, they would some day emerge into light.|
Yes, he said, there is a remarkable charm in them. But I do not clearly understand the change in the order. First you began with a geometry of plane surfaces?
|Yes, I said.|
And you placed astronomy next, and then you made a step backward?
|Yes, and I have delayed you by my hurry; the ludicrous state of solid geometry, which, in natural order, should have followed, made me pass over this branch and go on to astronomy, or motion of solids.|
True, he said.
|Then assuming that the science now omitted would come into existence if encouraged by the State, let us go on to astronomy, which will be fourth.|
The right order, he replied. And now, Socrates, as you rebuked the vulgar manner in which I praised astronomy before, my praise shall be given in your own spirit. For every one, as I think, must see that
|Every one but myself, I said; to every one else this may be clear, but not to me.|
And what then would you say?
|I should rather say that those who elevate astronomy into philosophy appear to me to make us look downwards and not upwards.|
What do you mean? he asked.
|You, I replied, have in your mind a truly sublime conception of our knowledge of the things above. And I dare say that if a person were to throw his head back and study the fretted ceiling, you would still think that his mind was the percipient, and not his eyes. And you are very likely right, and I may be a simpleton: but, in my opinion, that knowledge only which is of being and of the unseen can make the soul look upwards, and whether a man gapes at the heavens or blinks on the ground, seeking to learn some particular of sense, I would deny that he can learn, for nothing of that sort is matter of science; his soul is looking downwards, not upwards, whether his way to knowledge is by water or by land, whether he floats, or only lies on his back.|
I acknowledge, he said, the justice of your rebuke. Still, I should like to ascertain how astronomy can be learned in any manner more conducive to that knowledge of which we are speaking?
|I will tell you, I said: The starry heaven which we behold is wrought upon a visible ground, and therefore, although the fairest and most perfect of visible things, must necessarily be deemed inferior far to the true motions of absolute swiftness and absolute slowness, which are relative to each other, and carry with them that which is contained in them, in the true number and in every true figure. Now, these are to be apprehended by reason and intelligence, but not by sight.|
True, he replied.
|The spangled heavens should be used as a pattern and with a view to that higher knowledge; their beauty is like the beauty of figures or pictures excellently wrought by the hand of Daedalus, or some other great artist, which we may chance to behold; any geometrician who saw them would appreciate the exquisiteness of their workmanship, but he would never dream of thinking that in them he could find the true equal or the true double, or the truth of any other proportion.|
No, he replied, such an idea would be ridiculous.
|And will not a true astronomer have the same feeling when he looks at the movements of the stars? Will he not think that heaven and the things in heaven are framed by the Creator of them in the most perfect manner? But he will never imagine that the proportions of night and day, or of both to the month, or of the month to the year, or of the stars to these and to one another, and any other things that are material and visible can also be eternal and subject to no deviation–that would be absurd; and it is equally absurd to take so much pains in investigating their exact truth.|
I quite agree, though I never thought of this before.
|Then, I said, in astronomy, as in geometry, we should employ problems, and let the heavens alone if we would approach the subject in the right way and so make the natural gift of reason to be of any real use.|
That, he said, is a work infinitely beyond our present astronomers.
|Yes, I said; and there are many other things which must also have a similar extension given to them, if our legislation is to be of any value. But can you tell me of any other suitable study?|
No, he said, not without thinking.
|Motion, I said, has many forms, and not one only; two of them are obvious enough even to wits no better than ours; and there are others, as I imagine, which may be left to wiser persons.|
But where are the two?
|There is a second, I said, which is the counterpart of the one already named.|
And what may that be?
|The second, I said, would seem relatively to the ears to be what the first is to the eyes; for I conceive that as the eyes are designed to look up at the stars, so are the ears to hear harmonious motions; and these are sister sciences–as the Pythagoreans say, and we, Glaucon, agree with them?|
Yes, he replied.
|But this, I said, is a laborious study, and therefore we had better go and learn of them; and they will tell us whether there are any other applications of these sciences. At the same time, we must not lose sight of our own higher object.|
What is that?
|There is a perfection which all knowledge ought to reach, and which our pupils ought also to attain, and not to fall short of, as I was saying that they did in astronomy. For in the science of harmony, as you probably know, the same thing happens. The teachers of harmony compare the sounds and consonances which are heard only, and their labour, like that of the astronomers, is in vain.|
Yes, by heaven! he said; and ’tis as good as a play to hear them talking about their condensed notes, as they call them; they put their ears close alongside of the strings like persons catching a sound from their neighbour’s wall–one set of them declaring that they distinguish an intermediate note and have found the least interval which should be the unit of measurement; the others insisting that the two sounds have passed into the same–either party setting their ears before their understanding.
|You mean, I said, those gentlemen who tease and torture the strings and rack them on the pegs of the instrument: I might carry on the metaphor and speak after their manner of the blows which the plectrum gives, and make accusations against the strings, both of backwardness and forwardness to sound; but this would be tedious, and therefore I will only say that these are not the men, and that I am referring to the Pythagoreans, of whom I was just now proposing to inquire about harmony. For they too are in error, like the astronomers; they investigate the numbers of the harmonies which are heard, but they never attain to problems–that is to say, they never reach the natural harmonies of number, or reflect why some numbers are harmonious and others not.|
That, he said, is a thing of more than mortal knowledge.
|A thing, I replied, which I would rather call useful; that is, if sought after with a view to the beautiful and good; but if pursued in any other spirit, useless.|
Very true, he said.
|Now, when all these studies reach the point of inter-communion and connection with one another, and come to be considered in their mutual affinities, then, I think, but not till then, will the pursuit of them have a value for our objects; otherwise there is no profit in them.|
Source: Plato’s Republic, Book VII
Mr. William C. Michael is the founding headmaster of the Classical Liberal Arts Academy. He graduated from Rutgers University with an honors degree in Classics & Ancient History and is a member of Phi Beta Kappa. Mr. Michael has worked in private education as a Classics teacher and administrator for over 20 years. He is a Roman Catholic, married to his highschool sweetheart, a homeschooling father of ten children, and keeper of a quiet family farm in North Carolina. Mr. Michael enjoys studying ancient natural philosophy, gardening and running.