The Republic of Plato

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 ccv 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 (vi. 510, 511). 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. i. 8, § 24; ix. 17). 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 (cp. vii. 526 D, ccvi 531 E).

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 (cf. Arist., Nic. Eth., i. 4). 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 ccvii 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 (cp. Timaeus, 44 D).

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 ccviii 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 (cp. Swift’s Voyage to Laputa, c. 84).

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 ccix 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. vii. 528), 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 ccx 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.

The want of energy is one of the main reasons why so few persons continue to improve in later years. They have not the will, and do not know the way. They ‘never try an experiment,’ or look up a point of interest for themselves; they make no sacrifices for the sake of knowledge; their minds, like their bodies, at a certain age become fixed. Genius has been defined as ‘the power of taking pains’; but hardly any one keeps up his interest in knowledge throughout a whole life. The troubles of a family, the business of making money, the demands of a profession destroy the elasticity of the mind. The waxen tablet of the memory which was once capable of receiving ‘true thoughts and clear impressions’ becomes hard and crowded; there is not room for the accumulations of a long life (Theaet. 194 ff.). The student, as years advance, rather makes an exchange of knowledge than adds to his stores. There is no pressing necessity to learn; the stock of Classics or History or Natural Science which was enough for a man at twenty-five is enough for him at fifty. Neither is it easy to give a definite answer to any one who asks how he is to improve.

For self-education consists in a ccxi thousand things, commonplace in themselves,—in adding to what we are by nature something of what we are not; in learning to see ourselves as others see us; in judging, not by opinion, but by the evidence of facts; in seeking out the society of superior minds; in a study of lives and writings of great men; in observation of the world and character; in receiving kindly the natural influence of different times of life; in any act or thought which is raised above the practice or opinions of mankind; in the pursuit of some new or original enquiry; in any effort of mind which calls forth some latent power.

If any one is desirous of carrying out in detail the Platonic education of after-life, some such counsels as the following may be offered to him:—That he shall choose the branch of knowledge to which his own mind most distinctly inclines, and in which he takes the greatest delight, either one which seems to connect with his own daily employment, or, perhaps, furnishes the greatest contrast to it. He may study from the speculative side the profession or business in which he is practically engaged. He may make Homer, Dante, Shakespeare, Plato, Bacon the friends and companions of his life. He may find opportunities of hearing the living voice of a great teacher. He may select for enquiry some point of history or some unexplained phenomenon of nature. An hour a day passed in such scientific or literary pursuits will furnish as many facts as the memory can retain, and will give him ‘a pleasure not to be repented of’ (Timaeus, 59 D). Only let him beware of being the slave of crotchets, or of running after a Will o’ the Wisp in his ignorance, or in his vanity of attributing to himself the gifts of a poet or assuming the air of a philosopher. He should know the limits of his own powers. Better to build up the mind by slow additions, to creep on quietly from one thing to another, to gain insensibly new powers and new interests in knowledge, than to form vast schemes which are never destined to be realized. But perhaps, as Plato would say, ‘This is part of another subject’ (Tim. 87 B); though we may also defend our digression by his example (Theaet. 72, 77).

IV. We remark with surprise that the progress of nations or ccxii the natural growth of institutions which fill modern treatises on political philosophy seem hardly ever to have attracted the attention of Plato and Aristotle. The ancients were familiar with the mutability of human affairs; they could moralize over the ruins of cities and the fall of empires (cp. Plato, Statesman 301, 302, and Sulpicius’ Letter to Cicero, Ad Fam. iv. 5); by them fate and chance were deemed to be real powers, almost persons, and to have had a great share in political events. The wiser of them like Thucydides believed that ‘what had been would be again,’ and that a tolerable idea of the future could be gathered from the past. Also they had dreams of a Golden Age which existed once upon a time and might still exist in some unknown land, or might return again in the remote future. But the regular growth of a state enlightened by experience, progressing in knowledge, improving in the arts, of which the citizens were educated by the fulfilment of political duties, appears never to have come within the range of their hopes and aspirations. Such a state had never been seen, and therefore could not be conceived by them. Their experience (cp. Aristot. Metaph. xi. 21; Plato, Laws iii. 676–9) led them to conclude that there had been cycles of civilization in which the arts had been discovered and lost many times over, and cities had been overthrown and rebuilt again and again, and deluges and volcanoes and other natural convulsions had altered the face of the earth.

Tradition told them of many destructions of mankind and of the preservation of a remnant. The world began again after a deluge and was reconstructed out of the fragments of itself. Also they were acquainted with empires of unknown antiquity, like the Egyptian or Assyrian; but they had never seen them grow, and could not imagine, any more than we can, the state of man which preceded them. They were puzzled and awestricken by the Egyptian monuments, of which the forms, as Plato says, not in a figure, but literally, were ten thousand years old (Laws ii. 656 E), and they contrasted the antiquity of Egypt with their own short memories.

The early legends of Hellas have no real connection with the later history: they are at a distance, and the intermediate region is concealed from view; there is no road or path which leads from one to the other. At the beginning of Greek history, in the vestibule of the temple, is seen standing first of all the figure of ccxiii the legislator, himself the interpreter and servant of the God. The fundamental laws which he gives are not supposed to change with time and circumstances. The salvation of the state is held rather to depend on the inviolable maintenance of them. They were sanctioned by the authority of heaven, and it was deemed impiety to alter them. The desire to maintain them unaltered seems to be the origin of what at first sight is very surprising to us—the intolerant zeal of Plato against innovators in religion or politics (cp. Laws x. 907–9); although with a happy inconsistency he is also willing that the laws of other countries should be studied and improvements in legislation privately communicated to the Nocturnal Council (Laws xii. 951, 2). The additions which were made to them in later ages in order to meet the increasing complexity of affairs were still ascribed by a fiction to the original legislator; and the words of such enactments at Athens were disputed over as if they had been the words of Solon himself. Plato hopes to preserve in a later generation the mind of the legislator; he would have his citizens remain within the lines which he has laid down for them.

He would not harass them with minute regulations, he would have allowed some changes in the laws: but not changes which would affect the fundamental institutions of the state, such for example as would convert an aristocracy into a timocracy, or a timocracy into a popular form of government.

Passing from speculations to facts, we observe that progress has been the exception rather than the law of human history. And therefore we are not surprised to find that the idea of progress is of modern rather than of ancient date; and, like the idea of a philosophy of history, is not more than a century or two old. It seems to have arisen out of the impression left on the human mind by the growth of the Roman Empire and of the Christian Church, and to be due to the political and social improvements which they introduced into the world; and still more in our own century to the idealism of the first French Revolution and the triumph of American Independence; and in a yet greater degree to the vast material prosperity and growth of population in England and her colonies and in America. It is also to be ascribed in a measure to the greater study of the philosophy of history. The optimist temperament of some great writers has ccxiv assisted the creation of it, while the opposite character has led a few to regard the future of the world as dark. The ‘spectator of all time and of all existence’ sees more of ‘the increasing purpose which through the ages ran’ than formerly: but to the inhabitant of a small state of Hellas the vision was necessarily limited like the valley in which he dwelt. There was no remote past on which his eye could rest, nor any future from which the veil was partly lifted up by the analogy of history. The narrowness of view, which to ourselves appears so singular, was to him natural, if not unavoidable.

V. For the relation of the Republic to the Statesman and the Laws, and the two other works of Plato which directly treat of politics, see the Introductions to the two latter; a few general points of comparison may be touched upon in this place.

(1) The Republic, though probably written at intervals, yet speaking generally and judging by the indications of thought and style, may be reasonably ascribed to the middle period of Plato’s life: the Laws are certainly the work of his declining years, and some portions of them at any rate seem to have been written in extreme old age.

(2) The Republic is full of hope and aspiration: the Laws bear the stamp of failure and disappointment. The one is a finished work which received the last touches of the author: the other is imperfectly executed, and apparently unfinished. The one has the grace and beauty of youth: the other has lost the poetical form, but has more of the severity and knowledge of life which is characteristic of old age.

(5) Many theories of Plato, such as the doctrine of ideas, the government of the world by philosophers, are not found in the Laws; the immortality of the soul is first mentioned in xii. 959, 967; the person of Socrates has altogether disappeared. The community of women and children is renounced; the institution of common or public meals for women (Laws vi. 781) is for the first time introduced ccxv (Ar. Pol. ii. 6, § 5).

(6) There remains in the Laws the old enmity to the poets (vii. 817), who are ironically saluted in high-flown terms, and, at the same time, are peremptorily ordered out of the city, if they are not willing to submit their poems to the censorship of the magistrates (cp. Rep. iii. 398).

(7) Though the work is in most respects inferior, there are a few passages in the Laws, such as v. 727 ff. (the honour due to the soul), viii. 835 ff. (the evils of licentious or unnatural love), the whole of Book x. (religion), xi. 918 ff. (the dishonesty of retail trade), and 923 ff. (bequests), which come more home to us, and contain more of what may be termed the modern element in Plato than almost anything in the Republic.

‘The same, or nearly the same, objections apply to Plato’s later work, the Laws, and therefore we had better examine briefly the constitution which is therein described. In the Republic, Socrates has definitely settled in all a few questions only; such as the community of women and children, the community of property, and the constitution of the state. The population is divided into two classes—one of husbandmen, and the other of warriors; from this latter is taken a third class of counsellors and rulers of the state. But Socrates has not determined whether the husbandmen and artists are to have a share in the government, and whether they too are to carry arms and share in military service or not. He certainly thinks that the women ought to share in the education of the guardians, and to fight by their side. The remainder of the work is filled up with digressions foreign to the main subject, and with discussions about the education of the guardians. In the Laws there is hardly anything but laws; not much is said about the constitution. This, which he had intended to make more of the ordinary type, he gradually brings round to the other or ideal form. For with the exception of the community of women and property, he supposes everything to be the same in both states; there is to be the same education; the citizens of both are to live free from servile occupations, and there are to be common meals in both. The only difference is that in the Laws the common meals are ccxvi extended to women, and the warriors number about 5000, but in the Republic only 1000.’

‘The first and highest form of the state and of the government and of the law is that in which there prevails most widely the ancient saying that “Friends have all things in common.” Whether there is now, or ever will be, this communion of women and children and of property, in which the private and individual is altogether banished from life, and things which are by nature private, such as eyes and ears and hands, have become common, and all men express praise and blame, and feel joy and sorrow, on the same occasions, and the laws unite the city to the utmost,—whether all this is possible or not, I say that no man, acting upon any other principle, will ever constitute a state more exalted in virtue, or truer or better than this. Such a state, whether inhabited by Gods or sons of Gods, will make them blessed who dwell therein; and therefore to this we are to look for the pattern of the state, and to cling to this, and, as far as possible, to seek for one which is like this. The state which we have now in hand, when created, will be nearest to immortality and unity in the next degree; and after that, by the grace of God, we will complete the third one. And we will begin by speaking of the nature and origin of the second.’

The comparatively short work called the Statesman or Politicus in its style and manner is more akin to the Laws, while in its idealism it rather resembles the Republic. As far as we can judge by various indications of language and thought, it must be later than the one and of course earlier than the other. In both the Republic and Statesman a close connection is maintained between Politics and Dialectic. In the Statesman, enquiries into the principles of Method are interspersed with discussions about Politics. The comparative advantages of the rule of law and of a person are considered, and the decision given in favour of a person (Arist. Pol. iii. 15, 16). But much may be said on the other side, nor is the opposition necessary; for a person may rule by law, and law may be so applied as to be the living voice of the legislator. As in the Republic, there is a myth, describing, however, not a future, but a former existence of mankind. The question is ccxvii asked, ‘Whether the state of innocence which is described in the myth, or a state like our own which possesses art and science and distinguishes good from evil, is the preferable condition of man.’ To this question of the comparative happiness of civilized and primitive life, which was so often discussed in the last century and in our own, no answer is given. The Statesman, though less perfect in style than the Republic and of far less range, may justly be regarded as one of the greatest of Plato’s dialogues.

VI. Others as well as Plato have chosen an ideal Republic to be the vehicle of thoughts which they could not definitely express, or which went beyond their own age. The classical writing which approaches most nearly to the Republic of Plato is the ‘De Republica’ of Cicero; but neither in this nor in any other of his dialogues does he rival the art of Plato. The manners are clumsy and inferior; the hand of the rhetorician is apparent at every turn. Yet noble sentiments are constantly recurring: the true note of Roman patriotism—‘We Romans are a great people’—resounds through the whole work. Like Socrates, Cicero turns away from the phenomena of the heavens to civil and political life. He would rather not discuss the ‘two Suns’ of which all Rome was talking, when he can converse about ‘the two nations in one’ which had divided Rome ever since the days of the Gracchi. Like Socrates again, speaking in the person of Scipio, he is afraid lest he should assume too much the character of a teacher, rather than of an equal who is discussing among friends the two sides of a question. He would confine the terms King or State to the rule of reason and justice, and he will not concede that title either to a democracy or to a monarchy. But under the rule of reason and justice he is willing to include the natural superior ruling over the natural inferior, which he compares to the soul ruling over the body. He prefers a mixture of forms of government to any single one.

The two portraits of the just and the unjust, which occur in the second book of the Republic, are transferred to the state—Philus, one of the interlocutors, maintaining against his will the necessity of injustice as a principle of government, while the other, Laelius, supports the opposite thesis. His views of language and number are derived ccxviii from Plato; like him he denounces the drama. He also declares that if his life were to be twice as long he would have no time to read the lyric poets. The picture of democracy is translated by him word for word, though he had hardly shown himself able to ‘carry the jest’ of Plato. He converts into a stately sentence the humorous fancy about the animals, who ‘are so imbued with the spirit of democracy that they make the passers-by get out of their way’ (i. 42). His description of the tyrant is imitated from Plato, but is far inferior. The second book is historical, and claims for the Roman constitution (which is to him the ideal) a foundation of fact such as Plato probably intended to have given to the Republic in the Critias. His most remarkable imitation of Plato is the adaptation of the vision of Er, which is converted by Cicero into the ‘Somnium Scipionis’; he has ‘romanized’ the myth of the Republic, adding an argument for the immortality of the soul taken from the Phaedrus, and some other touches derived from the Phaedo and the Timaeus.

Though a beautiful tale and containing splendid passages, the ‘Somnium Scipionis’ is very inferior to the vision of Er; it is only a dream, and hardly allows the reader to suppose that the writer believes in his own creation. Whether his dialogues were framed on the model of the lost dialogues of Aristotle, as he himself tells us, or of Plato, to which they bear many superficial resemblances, he is still the Roman orator; he is not conversing, but making speeches, and is never able to mould the intractable Latin to the grace and ease of the Greek Platonic dialogue. But if he is defective in form, much more is he inferior to the Greek in matter; he nowhere in his philosophical writings leaves upon our minds the impression of an original thinker.