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The Republic

Plato · c. 380 BCE primary

passage 30 of 384 · BOOK I. > BOOK II. Thrasymachus is pacified, but the intrepid Glaucon insists on continuing the argument. He is not satisfied with the indirect manner in which, at the end of the last book, Socrates had disposed of the question ‘Whether the just or the unjust is the happier.’ He begins by dividing goods into three classes:—first, goods desirable in themselves; secondly, goods desirable in themselves and for their results; thirdly, goods desirable for their results only. He then asks (10/12)

in brief
A modern-styled commentary notes that Plato scatters economic ideas (population, trade, value, division of labour) rather than systematizing them, and it argues Plato limits fiction to rulers for moral ends, using imagination in education while avoiding “falsely true” lies.

we compare the lively fancy of Plato with the dried-up abstractions of modern treatises on philosophy, we are compelled to say with Protagoras, that the ‘mythus is more interesting’ (Protag.)

Several interesting remarks which in modern times would have a place in a treatise on Political Economy are scattered up and down the writings of Plato: especially Laws, Population; Free Trade; Adulteration; Wills and Bequests; Begging; Eryxias, (though not Plato’s), Value and Demand; Republic, Division of Labour. The last subject, and also the origin of Retail Trade, is treated with admirable lucidity in the second book of the Republic. But Plato never combined his economic ideas into a system, and never seems to have recognized that Trade is one of the great motive powers of the State and of the world. He would make retail traders only of the inferior sort of citizens (Rep., Laws), though he remarks, quaintly enough (Laws), that ‘if only the best men and the best women everywhere were compelled to keep taverns for a time or to carry on retail trade, etc., then we should knew how pleasant and agreeable all these things are.’

The disappointment of Glaucon at the ‘city of pigs,’ the ludicrous description of the ministers of luxury in the more refined State, and the afterthought of the necessity of doctors, the illustration of the nature of the guardian taken from the dog, the desirableness of offering some almost unprocurable victim when impure mysteries are to be celebrated, the behaviour of Zeus to his father and of Hephaestus to his mother, are touches of humour which have also a serious meaning. In speaking of education Plato rather startles us by affirming that a child must be trained in falsehood first and in truth afterwards. Yet this is not very different from saying that children must be taught through the medium of imagination as well as reason; that their minds can only develope gradually, and that there is much which they must learn without understanding. This is also the substance of Plato’s view, though he must be acknowledged to have drawn the line somewhat differently from modern ethical writers, respecting truth and falsehood. To us, economies or accommodations would not be allowable unless they were required by the human faculties or necessary for the communication of knowledge to the simple and ignorant. We should insist that the word was inseparable from the intention, and that we must not be ‘falsely true,’ i.e. speak or act falsely in support of what was right or true. But Plato would limit the use of fictions only by requiring that they should have a good moral effect, and that such a dangerous weapon as falsehood should be employed by the rulers alone and for great objects.

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topics: education and the training of the young · fate, destiny, and necessity · trade, markets, and merchants · value, price, and exchange

The Republic · Plato · 380–370 BCE