On the other hand, the positive side of the method, "the so-called obstetrics or art of intellectual midwifery"[23] leads to definite deductions. To illustrate the two phases of this method, the following example may be taken. A youth of immature self-confidence believed himself to be competent to manage the affairs of state. Socrates would then analyze the general concept of the statecraft, and reduce it to its component parts, and by continuous questions and answers would show to this supposed statesman that he was lacking true knowledge. Again, a young man of mature judgment, but of an exceedingly modest temperament, being reluctant to take part in the debates of the Assembly, Socrates would prove to him that he was fully competent to undertake such a task. In a word, the Socratic method presents two striking tendencies; one destructive, the other constructive; the former annihilates erroneous conceptions, and the latter aids the building up of a healthy mental world, in which men may find pleasure. In a broad sense, the dialectic method bears some resemblance to the psychoanalytic, inasmuch as both seek to analyze human nature in the light of individual experience; to find the ultimate and predominating truth underlying such an experience; both attempt to make the individual realize the extent of his limitations and capacity of adjustment by subordinating the antagonistic forces and at the same time aiding the construction of a world of healthy concepts. SOCRATIC CONCEPTION OF VIRTUE Before attempting to discuss the Socratic Conception of Virtue, it is important to call attention to two facts; 1st, The principles of mental life, and 2nd, The Greek conception of the state. Roughly speaking, mental life is composed of two parts; the unconscious, or instinctive, and the conscious. In the early development of the child, mental adjustment is purely instinctive or unconscious. As the child grows older, the unconscious life becomes gradually subordinated to the conventional and cultural requirements. The influence of education, religion, morality and environment begin to exert their influence upon the child and the conscious life commences gradually to assert itself. The characteristic difference between a very young child and the conventional adult, lies in the fact that the former's behavior is not controlled by conventionalities or tenets, whereas the latter conforms with all the rules and customs of society. The Greeks entertained a very high idea of the function of the state. It was invested with a high moral value and pedagogic aim. In fact, Plato's republic demonstrates this very well. An important point must be emphasized, that the state exercised a potent influence upon the development of the conscious life of the individual.