There are four things which it is usual to teach children—reading, gymnastic exercises, and music, to which (in the fourth place) some add painting. Reading and painting are both of them of singular use in life, and gymnastic exercises, as productive of courage. As to music, some persons may doubt, as most persons now use it for the sake of pleasure: but those who originally made it part of education did it because, as has been already said, nature requires that we should not only be properly employed, but to be able to enjoy leisure honourably: for this (to repeat what I have already said) is of all things the principal. But, though both labour and rest are necessary, yet the latter is preferable to the first; and by all means we ought to learn what we should do when at rest: for we ought not to employ that time at play; for then play would be the necessary business of our lives. But if this cannot be, play is more necessary for those who labour than those who are at rest: for he who labours requires relaxation; which play will supply: for as labour is attended with pain and continued exertion, it is necessary that play should be introduced, under proper regulations, as a medicine: for such an employment of the mind is a relaxation to it, and eases with pleasure. [1338a] Now rest itself seems to partake of pleasure, of happiness, and an agreeable life: but this cannot be theirs who labour, but theirs who are at rest; for he who labours, labours for the sake of some end which he has not: but happiness is an end which all persons think is attended with pleasure and not with pain: but all persons do not agree in making this pleasure consist in the same thing; for each one has his particular standard, correspondent to his own habits; but the best man proposes the best pleasure, and that which arises from the noblest actions. But it is evident, that to live a life of rest there are some things which a man must learn and be instructed in; and that the object of this learning and this instruction centres in their acquisition: but the learning and instruction which is given for labour has for its object other things; for which reason the ancients made music a part of education; not as a thing necessary, for it is not of that nature, nor as a thing useful, as reading, in the common course of life, or for managing of a family, or for learning anything as useful in public life. Painting also seems useful to enable a man to judge more accurately of the productions of the finer arts: nor is it like the gymnastic exercises, which contribute to health and strength; for neither of these things do we see produced by music; there remains for it then to be the employment of our rest, which they had in view who introduced it; and, thinking it a proper employment for freemen, to them they allotted it; as Homer sings:
"How right to call Thalia to the feast:"
and of some others he says:
"The bard was call'd, to ravish every ear:"
and, in another place, he makes Ulysses say the happiest part of man's life is
"When at the festal board, in order plac'd, They hear the song."
It is evident, then, that there is a certain education in which a child may be instructed, not as useful nor as necessary, but as noble and liberal: but whether this is one or more than one, and of what sort they are, and how to be taught, shall be considered hereafter: we are now got so far on our way as to show that we have the testimony of the ancients in our favour, by what they have delivered down upon education—for music makes this plain. Moreover, it is necessary to instruct children in what is useful, not only on account of its being useful in itself, as, for instance, to learn to read, but also as the means of acquiring other different sorts of instruction: thus they should be instructed in painting, not only to prevent their being mistaken in purchasing pictures, or in buying or selling of vases, but rather as it makes [1338b] them judges of the beauties of the human form; for to be always hunting after the profitable ill agrees with great and freeborn souls. As it is evident whether a boy should be first taught morals or reasoning, and whether his body or his understanding should be first cultivated, it is plain that boys should be first put under the care of the different masters of the gymnastic arts, both to form their bodies and teach them their exercises.
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