Book 1
643
Ath. Evidently, then, you are both ready to play your part as listeners. But as for my part, though the will is there, to compass the task is hard: still, I must try. In the first place, then, our argument requires that we should define education and describe its effects: that is the path on which our present discourse must proceed until it finally arrives at the god of Wine.
643
Clin. By all means let us do so, since it is your wish.
643
Ath. Then while I am stating how education ought to be defined, you must be considering whether you are satisfied with my statement.
643
Clin. Proceed with your statement.
643
Ath. I will. What I assert is that every man who is going to be good at any pursuit must practice that special pursuit from infancy, by using all the implements of his pursuit both in his play and in his work. For example, the man who is to make a good builder must play at building toy houses, and to make a good farmer he must play at tilling land; and those who are rearing them must provide each child with toy tools modelled on real ones. Besides this, they ought to have elementary instruction in all the necessary subjects,—the carpenter, for instance, being taught in play the use of rule and measure, the soldier taught riding or some similar accomplishment. So, by means of their games, we should endeavor to turn the tastes and desires of the children in the direction of that object which forms their ultimate goal. First and foremost, education, we say, consists in that right nurture which most strongly draws the soul of the child when at play to a love for that pursuit of which, when he becomes a man, he must possess a perfect mastery. Now consider, as I said before, whether, up to this point, you are satisfied with this statement of mine.
643
Clin. Certainly we are.
