Summary

Portrait of Plato Plato The Republic

Shall we propose, as a third branch of our education, astronomy? ‘Very good,’ replied Glaucon; ‘the knowledge of the heavens is necessary at once for husbandry, navigation, military tactics.’ I like your way of giving useful reasons for everything in order to make friends of the world. And there is a difficulty in proving to mankind that education is not only useful information but a purification of the eye of the soul, which is better than the bodily eye, for by this alone is truth seen. Now, will you appeal to mankind in general or to the philosopher?
Source: Gutenberg

Portrait of Plato Plato The Republic

Assuming that we ourselves are the impartial judge for whom we seek, let us begin by comparing the individual and State, and ask first of all, whether the State is likely to be free or enslaved—Will there not be a little freedom and a great deal of slavery? And the freedom is of the bad, and the slavery of the good; and this applies to the man as well as to the State; for his soul is full of meanness and slavery, and the better part is enslaved to the worse. He cannot do what he would, and his mind is full of confusion; he is the very reverse of a freeman.
Source: Gutenberg

Portrait of Plato Plato The Republic

Men may praise him in public out of fear for themselves, but they will laugh at him in their hearts (Cp. Gorgias.)
‘And now let us frame an ideal of the just and unjust. Imagine the unjust man to be master of his craft, seldom making mistakes and easily correcting them; having gifts of money, speech, strength—the greatest villain bearing the highest character: and at his side let us place the just in his nobleness and simplicity—being, not seeming—without name or reward—clothed in his justice only—the best of men who is thought to be the worst, and let him die as he has lived.
Source: Gutenberg

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