Still, throughthisfallaciousmedium, , agreatadvancewasmadebythecomparisonofthemwiththearts; forvirtueispartlyart, , , andalsotoelevateandennoblemen’snotionsoftheaimsofgovernmentandofthedutiesofcitizens; forethicsfromonepointofviewmaybeconceivedasanidealizedlawandpolitics; andpolitics, , andthishasledtotheseparationorantagonismofthem, , andthattheancientphilosopherswhoestimatedthemoralandintellectualwellbeingofmankindfirst, andthewealthofnationsandindividualssecond, ; andwhentheerrorsagainstwhichtheyweredirectedhavepassedaway, theyinturnbecomeerrors.

’sviewsofeducationareinseveralrespectsremarkable; liketherestoftheRepublictheyarepartlyGreekandpartlyideal, beginningwiththeordinarycurriculumoftheGreekyouth, , , andwhichmorethananyotherofhisideasadmitsofanapplicationtomodernlife.

Hehaslonggivenupthenotionthatvirtuecannotbetaught; andheisdisposedtomodifythethesisoftheProtagoras, , whichismaintainedbyhimintheTimaeus, Sophist, andLaws (Protag., Apol., Gorg.)., thattrueknowledgemustbeelicitedfromwithin, andistobesoughtforinideas, , ashesays, , andthekindrednotionthatallvirtueisknowledge, arenotentirelyrenounced; thefirstisseeninthesupremacygiventojusticeovertherest; thesecondinthetendencytoabsorbthemoralvirtuesintheintellectual, , ; ; butPlato’sviewsofeducationhavenomorerealconnectionwithapreviousstateofexistencethanourown; , notasthefillingofavessel, butastheturningtheeyeofthesoultowardsthelight.