Section 654

Ath. Now, whereas all other creatures are devoid of any perception of the various kinds of order and disorder in movement (which we term rhythm and harmony), to men the very gods, who were given, as we said, to be our fellows in the dance, have granted the pleasurable perception of rhythm and harmony, whereby they cause us to move and lead our choirs, linking us one with another by means of songs and dances; and to the choir they have given its name from the cheer implanted therein. 1 Shall we accept this account to begin with, and postulate that education owes its origin to Apollo and the Muses?

Clin. Yes.

Ath. Shall we assume that the uneducated man is without choir-training, and the educated man fully choir-trained?

Clin. Certainly.

Ath. Choir-training, as a whole, embraces of course both dancing and song.

Clin. Undoubtedly.

Ath. So the well-educated man will be able both to sing and dance well.

Clin. Evidently.

Ath. Let us now consider what this last statement of ours implies.

Clin. Which statement?

Ath. Our words are,—he sings well and dances well: ought we, or ought we not, to add,—provided that he sings good songs and dances good dances?

Clin. We ought to add this.

Ath. How then, if a man takes the good for good and the bad for bad and treats them accordingly? Shall we regard such a man as better trained in choristry and music when he is always able both with gesture and voice to represent adequately that which he conceives to be good, though he feels neither delight in the good nor hatred of the bad,—or when, though not wholly able to represent his conception rightly by voice and gesture, he yet keeps right in his feelings of pain and pleasure, welcoming everything good and abhorring everything not good.

Clin. There is a vast difference between the two cases, Stranger, in point of education.

Ath. If, then, we three understand what constitutes goodness in respect of dance and song, we also know who is and who is not rightly educated but without this knowledge we shall never be able to discern whether there exists any safeguard for education or where it is to be found. Is not that so?

Clin. It is.

Ath. What we have next to track down, like hounds on the trail, is goodness of posture and tunes in relation to song and dance; if this eludes our pursuit, it will be in vain for us to discourse further concerning right education, whether of Greeks or of barbarians.

Clin. Yes.