single object. [13] No light task, I take it, to discover any
hope or occupation sweeter to him than that which now employs him, his
care for his beloved, nor, when the call for action comes, [14] will
it be easy to invent worse punishment than that he now endures in
separation from the object of his passion. [15] Accordingly, I am in no
great hurry to appoint a person of this sort to manage [16] my affairs;
the very attempt to do so I regard as futile.

[11] See "Mem." I. iii. 8 foll.; II. vi. 22.

[12] {duserotes}. Cf. Thuc. vi. 13, "a desperate craving" (Jowett).

[13] Cf. "Symp." iv. 21 foll.; "Cyrop." V. i. 7-18.

[14] Or, "where demands of business present themselves, and something
must be done."

[15] Cf. Shakesp. "Sonnets," passim.

[16] Or, "I never dream of appointing as superintendent." See above,
iv. 7.

Soc. Well, and what of those addicted to another passion, that of gain?
Are they, too, incapable of being trained to give attention to field and
farming operations?

Isch. On the contrary, there are no people easier to train, none so
susceptible of carefulness in these same matters. One needs only to
point out to them that the pursuit is gainful, and their interest is
aroused.

Soc. But for ordinary people? Given they are self-controlled to suit
your bidding, [17] given they possess a wholesome appetite for gain, how
will you lesson them in carefulness? how teach them growth in diligence
to meet your wishes?

[17] Or, "in matters such as you insist on."

Isch. By a simple method, Socrates. When I see a man intent on
carefulness, I praise and do my best to honour him. When, on the other
hand, I see a man neglectful of his duties, I do not spare him: I try in
every way, by word and deed, to wound him.

Soc. Come now, Ischomachus, kindly permit a turn in the discussion,
which has hitherto concerned the persons being trained to carefulness
themselves, and explain a point in reference to the training process.
Is it possible for a man devoid of carefulness himself to render others
more careful?

No more possible (he answered) than for a man who knows no music to make
others musical. [18] If the teacher sets but an ill example, the pupil
can hardly learn to do the thing aright. [19] And if the master's
conduct is suggestive of laxity, how hardly shall his followers attain
to carefulness! Or to put the matter concisely, "like master like man."
I do not think I ever knew or heard tell