[1337a] and it is proper to follow the division of nature, for all art and education aim at filling up nature's deficiencies. First therefore we must consider whether some regulation in regard to the boys ought to be instituted, next whether it is advantageous for their supervision to be conducted on a public footing or in a private manner as is done at present in most states, and thirdly of what particular nature this supervision ought to be.
[1337a] [loeb_section_1] [loeb_subsection_1] Book 5 in some editions.Now nobody would dispute that the education of the young requires the special attention of the lawgiver. Indeed the neglect of this in states is injurious to their constitutions; for education ought to be adapted to the particular form of constitution, since the particular character belonging to each constitution both guards the constitution generally and originally establishes it—for instance the democratic spirit promotes democracy and the oligarchic spirit oligarchy; and the best spirit always causes a better constitution. [loeb_subsection_2] Moreover in regard to all the faculties and crafts certain forms of preliminary educationand training in their various operations are necessarys o that manifestly this is also requisite in regard to the actions of virtue. And inasmuch as the end for the whole state is one, it is manifest that education also must necessarily be one and the same for all and that the superintendence of this must be public, and not on private lines, in the way in which at present each man superintends the education of his own children, teaching them privately, and whatever special branch of knowledge he thinks fit. But matters of public interest ought to be under public supervision; at the same time we ought not to think that any of the citizens belongs to himself, but that all belong to the state, for each is a part of the state, and it is natural for the superintendence of the several parts to have regard to the superintendence of the whole. [loeb_subsection_3] And one might praise the Spartans in respect of this, for they pay the greatest attention to the training of their children, and conduct it on a public system.
It is clear then that there should be legislation about education and that it should be conducted on a public system. But consideration must be given to the question, what constitutes education and what is the proper way to be educated. At present there are differences of opinion as to the proper tasks to be set; for all peoples do not agree as to the things that the young ought to learn, either with a view to virtue or with a view to the best life, nor is it clear whether their studies should be regulated more with regard to intellect or with regard to character. [loeb_subsection_4] And confusing questions arise out of the education that actually prevails, and it is not at all clear whether the pupils should practise pursuits that are practically morally edifying, or higher accomplishments—for all these views have won the support of some judges;
[1337b] and nothing is agreed as regards the exercise conducive to virtue, for, to start with, all men do not honor the same virtue, so that they naturally hold different opinions in regard to training in virtue.
[loeb_section_2] [loeb_subsection_1] It is therefore not difficult to see that the young must be taught those useful arts that are indispensably necessary; but it is clear that they should not be taught all the useful arts, those pursuits that are liberal being kept distinct from those that are illiberal, and that they must participate in such among the useful arts as will not render the person who participates in them vulgar. A task and also an art or a science must be deemed vulgar if it renders the body or soul or mind of free men useless for the employments and actions of virtue. Hence we entitle vulgar all such arts as deteriorate the condition of the body, and also the industries that earn wages; for they make the mind preoccupied and degraded. [loeb_subsection_2] And even with the liberal sciences, although it is notilliberal to take part in some of them up to a point, to devote oneself to them too assiduously and carefully is liable to have the injurious results specified. Also it makes much difference what object one has in view in a pursuit or study; if one follows it for the sake of oneself or one’s friends, or on moral grounds, it is not illiberal,but the man who follows the same pursuit because of other people would often appear to be acting in a menial and servile manner.
The branches of study at present established fall into both classes, as was said before.1.4. [loeb_subsection_3] There are perhaps fourcustomary subjects of education, reading and writing, gymnastics, music, and fourth, with some people, drawing; reading and writing and drawing being taught as being useful for the purposes of life and very serviceable, and gymnastics as contributing to manly courage; but as to music, here one might raise a question. For at present most people take part in it for the sake of pleasure; but those, who originally included it in education did so because, as has often been said, nature itself seeks to be able not only to engage rightly in business but also to occupy leisure nobly; for—to speak about it yet againCf. Book 7, 1334a 2-10.—this is the first principle of all things. [loeb_subsection_4] For if although both business and leisure are necessary, yet leisure is more desirable and more fully an end than business, we must inquire what is the proper occupation of leisure. For assuredly it should not be employed in play, since it would follow that play is our end in life. But if this is impossible, and sports should rather be employed in our times of business (for a man who is at work needs rest, and rest is the object of play, while business is accompanied by toil and exertion), it follows that in introducing sports we must watch the right opportunity for their employment, since we are applying them to serve as medicine; for the activity of play is a relaxation of the soul, and serves as recreation because of its pleasantness.