Socrates' aim, as we have seen, had been purely a moral one, and this fact was not lost sight of by his immediate followers. The chief question with them all was still: How can the people be brought back to moral life? But, thanks partly to the vagueness in which he had left the details of his doctrine, they were divided with respect to the means whereby this was to be accomplished. One party, best represented by Plato, and following most closely in the footsteps of the master, held that, man being essentially a social being, and morality a relation in society, it was only in and through a social order, a State, that virtue could be realized. Another party, represented by Antisthenes, maintained that virtue was a purely personal matter, and that the wise man stood high above any and all social institutions. These two views maintained themselves, side by side, in nearly all subsequent Greek thought, and at last found expression in the State and Church of the Christian world.
Two of Socrates' followers, believers in institutional morality, left behind them treatises which have come down to us, giving their views as to the manner in which virtue might be cultivated. These are the practical Xenophon and the theoretic Plato, both men of pure Athenian stock. Nothing will better enable us to comprehend the evils of the "New Education" than a consideration of the means by which these worthy men proposed to remedy them. Both are idealists and Utopians; but the former is conservative and reactionary, while the latter is speculative and progressive. Both are aiming at one thing—a virtuous and happy State, to replace the vicious and wretched one in which they found their lot cast; but they differed in their views regarding the nature of such a State, and the means of realizing it.
CHAPTER II
XENOPHON
Never a good is the rule of the many; let one be the ruler.—Homer.
Wealth without Worth is no harmless housemate.—Sappho.
One to me is ten thousand, if he be best.
All the Ephesians, from youth up, ought to be hanged and the State left to the boys, because they cast out Hermodorus, the worthiest man amongst them, saying: 'No one of us shall be worthiest, else let him be so elsewhere and among others.'—Heraclitus.
Reflecting once that, of the very small states, Sparta appeared to be the most powerful and the most renowned in Greece, I began to wonder in what way this had come about. But when I reflected upon the manners of the Spartans, I ceased to wonder. As to Lycurgus, who drew up for them the laws, by obedience to which they have prospered, I admire him and hold him to be, in the highest degree, a wise man. For he, instead of imitating other states, reached conclusions opposite to those of most, and thereby rendered his country conspicuous for prosperity.—Xenophon.
Xenophon was in no sense a philosopher or a practical teacher, but he was a man of sterling worth, of knightly courage, of wide and varied experience, of strong sagacity, and of genial disposition, a keen observer, and a charming writer. He was a true old Athenian puritan, broadened and softened by study and contact with the world. He hated democracy so cordially that he would not live in Athens to witness its vulgarity and disorder; but he loved his country, and desired to see its people restored to their ancient worth. He believed that this could be done only by some great, royal personality, like Lycurgus or Cyrus, enforcing a rigid discipline, and once more reducing the man to the citizen. Unwilling, probably, to hold up hated Sparta as a model to his beaten and smarting countrymen, he laid the scene of his pedagogical romance in far-off Persia.
In the Education of Cyrus (Κύρου παιδεία) we have Xenophon's scheme for a perfect education. Despite the scene in which it is laid, it is purely Hellenic, made up of Athenian and Spartan elements in about equal proportions. For this reason also it has a special interest for us. As the portion of the treatise dealing directly with public education is brief, we can hardly do better than transcribe it in a translation.
"Cyrus is still celebrated in legend and song by the barbarians as a man of extraordinary personal beauty, and as of a most gentle, studious, and honor-loving disposition, which made him ready to undergo any labor, and brave any danger, for the sake of praise. Such is the account that has been handed down of his appearance and disposition. He was, of course, educated in accordance with the laws of the Persians. These laws seem to begin their efforts for the public weal at a different point from those of most other states; for most states, after allowing parents to educate their children as they please, and the older people even to spend their time according to their own preference, lay down such laws as: Thou shalt not steal, Thou shalt not rob, Thou shalt not commit burglary, Thou shalt not commit assault, Thou shalt not commit adultery, Thou shalt not disobey a magistrate, etc.; and if any one transgresses any of these laws, they inflict punishment on him. The Persian laws, on the contrary, provide beforehand that the citizens shall never, from the very first, have any disposition to commit a wicked or base act. And they do so in this way. They have what they call a Freemen's Square, where the royal palace and the other public buildings stand. From this square are removed all wares and chafferers, with their cries and vulgarities, to another place, so that their din and disorder may not interfere with the decorum of the cultivated class. This square in the neighborhood of the public buildings is divided into four parts, one for boys, one for youths (ἔφηβοι), one for mature men, and one for men beyond the military age. The hour when these shall appear in their places is settled by law. The boys and mature men come at daybreak, the older men when they think fit, except on the special days when they are bound to appear. The youths pass the night by the public buildings in light armor, only those who are married being excused. These are not hunted up, unless they have been ordered beforehand to appear; but it is not thought decent to be often absent. Each of these divisions is under the charge of twelve governors, one from each of the twelve tribes into which the Persians are divided. The governors of the boys are chosen from among the elderly men, with special view to their fitness for making the most of boys, while those of the youths are chosen from among the mature men upon a similar principle. Those of the mature men are selected with a view to their ability to hold these to their regular duties, and to the special commands of the supreme authority. Even the old men have presidents appointed over them, who see that they perform their duty. What the duties of each are we shall now state, in order to show just how provision is made for securing the highest worth on the part of the citizens.