Schools of Hellas: An Essay on the Practice and Theory of Ancient Greek Education from 600 to 300 B. C.Freeman, Kenneth J. (Kenneth John)
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Schools of Hellas: An Essay on the Practice and Theory of Ancient Greek Education from 600 to 300 B. C.
Freeman, Kenneth J. (Kenneth John)
Education, Greek
It is the lack of order and system in contemporary music which Plato
dislikes.[708] In modern dances, he complains, manly words are set to
effeminate tunes or gestures, and the voices of men and beasts and
instruments are mixed together into a confused and unintelligible
hodgepodge.[709] Music without words is equally detestable. Music that
runs on without the proper pauses and loves mere speed and meaningless
clamour, using flutes and harps without words, is in the worst taste.
The meaning must be quite plain.
Music must also be good. Poets say much that is good, much that is
bad: they are irresponsible beings.[710] The State ought to appoint
censors who will reject all unsuitable poems and tunes and dances.
Those which are already in existence must be selected and expurgated.
If this ruins the poetry, never mind: moral tone is far more important
than poetical skill. In fact, poetry ought to be written by moral
citizens without any regard being paid to their poetical talents: it
would also be well if they did not compose till they were fifty![711]
A sketch of a Platonic Censor re-editing Homer is given in Books ii.
and iii. of the _Republic_: his methods are drastic.
But Plato’s chief denunciation is reserved for the “mimetic” or
imitative aspect of poetry. The poet teaches “posing.” Homer, when he
described the siege of Troy, is posing as a skilled tactician (as his
admirers often claimed that he was), when really the silence of
history proves that he was nothing of the sort. So too the painter who
represents a plough is posing as an authority upon agriculture:
question him, and he will prove to be completely ignorant of the
subject. Both poetry and painting are a fraud and a deception; by
their pretence of knowledge, they encourage the mind in the habit, to
which it is so prone, of accepting vague opinions as certainties
without testing their truth.[712] They foster that belief in the
sense-perceptions which it is the object of Platonic education to
destroy.
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