Yes, he said; how can I deny it?
And you would say the same of the conception of the good? Until the person is able to abstract and define rationally the idea of good, and unless he can run the gauntlet of all objections, and is ready to disprove them, not by appeals to opinion, but to absolute truth, never faltering at any step of the argument—unless he can do all this, you would say that he knows neither the idea of good nor any other good; he apprehends only a shadow, if anything at all, which is given by opinion, and not by science; dreaming and slumbering in this life, before he is well awake here, he arrives at the world below, and has his final quietus.
In all that I should most certainly agree with you.
And surely you would not have the children of your ideal State, whom you are nurturing and educating—if the ideal ever becomes a reality—you would not allow the future rulers to be like posts,[1] having no reason in them, and yet to be set in authority over the highest matters?
Certainly not.
Then you will make a law that they shall have such an education as will enable them to attain the greatest skill in asking and answering questions?
Yes, he said, you and I together will make it.
Dialectic, then, as you will agree, is the coping-stone of the sciences, and is set over them; no other science can be placed higher—the nature of knowledge can no further go?
I agree, he said.
But to whom we are to assign these studies, and in what way they are to be assigned, are questions which remain to be considered.
Yes, clearly.
You remember, I said, how the rulers were chosen before?
Certainly, he said.
The same natures must still be chosen, and the preference again given to the surest and the bravest, and, if possible, to the fairest; and, having noble and generous tempers, they should also have the natural gifts which will facilitate their education.
And what are these?
Such gifts as keenness and ready powers of acquisition; for
- ↑ γραμμάς, literally “lines,” probably the starting-point of a race-course.
