ic, as something mean and low, it is
not difficult to answer that, if we will but consider how far we propose
those who are to be educated so as to become good citizens should be
instructed in this art, [1341a] and what music and what rhythms they
should be acquainted with; and also what instruments they should play
upon; for in these there is probably a difference. Such then is the
proper answer to that censure: for it must be admitted, that in some
cases nothing can prevent music being attended, to a certain degree,
with the bad effects which are ascribed to it; it is therefore clear
that the learning of it should never prevent the business of riper
years; nor render the body effeminate, and unfit for the business of war
or the state; but it should be practised by the young, judged of by the
old. That children may learn music properly, it is necessary that they
should not be employed in those parts of it which are the objects of
dispute between the masters in that science; nor should they perform
such pieces as are wondered at from the difficulty of their execution;
and which, from being first exhibited in the public games, are now
become a part of education; but let them learn so much of it as to be
able to receive proper pleasure from excellent music and rhythms; and
not that only which music must make all animals feel, and also slaves
and boys, but more. It is therefore plain what instruments they should
use; thus, they should never be taught to play upon the flute, or any
other instrument which requires great skill, as the harp or the like,
but on such as will make them good judges of music, or any other
instruction: besides, the flute is not a moral instrument, but rather
one that will inflame the passions, and is therefore rather to be used
when the soul is to be animated than when instruction is intended. Let
me add also, that there is something therein which is quite contrary to
what education requires; as the player on the flute is prevented from
speaking: for which reason our forefathers very properly forbade the use
of it to youth and freemen, though they themselves at first used it; for
when their riches procured them greater leisure, they grew more animated
in the cause of virtue; and both before and after the Median war their
noble actions so exalted their minds that they attended to every part of
education; selecting no one in particular, but endeavouring to collect
the whole: for which reason they introd