THREE:CHAPTER XXIII. FORGING.There seem to be three principal points aimed at in the very ingenious theory which we have endeavoured to summarise as adequately as space would permit. Zeller apparently wishes to bring Socrates into line with the great tradition of early Greek thought, to distinguish him markedly from the Sophists, and to trace back to his initiative the intellectual method of Plato and Aristotle. We cannot admit that the threefold attempt has succeeded. It seems to us that a picture into which so much Platonic colouring has been thrown would for that reason alone, and without any further objection, be open to very grave suspicion. But even accepting the historical accuracy of everything that Plato has119 said, or of as much as may be required, our critics inferences are not justified by his authorities. Neither the Xenophontic nor the Platonic Socrates seeks knowledge for its own sake, nor does either of them offer a satisfactory definition of knowledge, or, indeed, any definition at all. Aristotle was the first to explain what science meant, and he did so, not by developing the Socratic notion, but by incorporating it with the other methods independently struck out by physical philosophy. What would science be without the study of causation? and was not this ostentatiously neglected by the founder of conceptualism? Again, Plato, in the Theaettus, makes his Socrates criticise various theories of knowledge, but does not even hint that the critic had himself a better theory than any of them in reserve. The author of the Phaedo and the Republic was less interested in reforming the methods of scientific investigation than in directing research towards that which he believed to be alone worth knowing, the eternal ideas which underlie phenomena. The historical Socrates had no suspicion of transcendental realities; but he thought that a knowledge of physics was unattainable, and would be worthless if attained. By knowledge he meant art rather than science, and his method of defining was intended not for the latter but for the former. Those, he said, who can clearly express what they want to do are best secured against failure, and best able to communicate their skill to others. He made out that the various virtues were different kinds of knowledge, not from any extraordinary opinion of its preciousness, but because he thought that knowledge was the variable element in volition and that everything else was constant. Zeller dwells strongly on the Socratic identification of cognition with conduct; but how could anyone who fell at the first step into such a confusion of ideas be fitted either to explain what science meant or to come forward as the reformer of its methods? Nor is it correct to say that Socrates approached an object from every point of view, and took note of all its characteristic qualities. On the contrary, one would120 be inclined to charge him with the opposite tendency, with fixing his gaze too exclusively on some one quality, that to him, as a teacher, was the most interesting. His identification of virtue with knowledge is an excellent instance of this habit. So also is his identification of beauty with serviceableness, and his general disposition to judge of everything by a rather narrow standard of utility. On the other hand, Greek physical speculation would have gained nothing by a minute attention to definitions, and most probably would have been mischievously hampered by it. Aristotle, at any rate, prefers the method of Democritus to the method of Plato; and Aristotle himself is much nearer the truth when he follows on the Ionian or Sicilian track than when he attempts to define what in the then existing state of knowledge could not be satisfactorily defined. To talk about the various elementsearth, air, fire, and wateras things with which everybody was already familiar, may have been a crude unscientific procedure; to analyse them into different combinations of the hot and the cold, the light and the heavy, the dry and the moist, was not only erroneous but fatally misleading; it was arresting enquiry, and doing precisely what the Sophists had been accused of doing, that is, substituting the conceit for the reality of wisdom. It was, no doubt, necessary that mathematical terms should be defined; but where are we told that geometricians had to learn this truth from Socrates? The sciences of quantity, which could hardly have advanced a step without the help of exact conceptions, were successfully cultivated before he was born, and his influence was used to discourage rather than to promote their accurate study. With regard to the comprehensive all-sided examination of objects on which Zeller lays so much stress, and which he seems to regard as something peculiar to the conceptual method, it had unquestionably been neglected by Parmenides and Heracleitus; but had not the deficiency been already made good by their immediate successors? What else is the121 philosophy of Empedocles, the Atomists, and Anaxagoras, but an attemptwe must add, a by no means unsuccessful attemptto recombine the opposing aspects of Nature which had been too exclusively insisted on at Ephesus and Elea? Again, to say that the Sophists had destroyed physical speculation by setting these partial aspects of truth against one another is, in our opinion, equally erroneous. First of all, Zeller here falls into the old mistake, long ago corrected by Grote, of treating the class in question as if they all held similar views. We have shown in the preceding chapter, if indeed it required to be shown, that the Sophists were divided into two principal schools, of which one was devoted to the cultivation of physics. Protagoras and Gorgias were the only sceptics; and it was not by setting one theory against another, but by working out a single theory to its last consequences, that their scepticism was reached; with no more effect, be it observed, than was exercised by Pyrrho on the science of his day. For the two great thinkers, with the aid of whose conclusions it was attempted to discredit objective reality, were already left far behind at the close of the fifth century; and neither their reasonings nor reasonings based on theirs, could exercise much influence on a generation which had Anaxagoras on Nature and the encyclopaedia of Democritus in its hands. There was, however, one critic who really did what the Sophists are charged with doing; who derided and denounced physical science on the ground that its professors were hopelessly at issue with one another; and this critic was no other than Socrates himself. He maintained, on purely popular and superficial grounds, the same sceptical attitude to which Protagoras gave at least the semblance of a psychological justification. And he wished that attention should be concentrated on the very subjects which Protagoras undertook to teachnamely, ethics, politics, and dialectics. Once more, to say that Socrates was conscious of not coming up to his own122 standard of true knowledge is inconsistent with Xenophons account, where he is represented as quite ready to answer every question put to him, and to offer a definition of everything that he considered worth defining. His scepticism, if it ever existed, was as artificial and short-lived as the scepticism of Descartes.
Ad has dicat ridens consetetur, eos eu option persius. Mollis cotidieque conclusionemque per id, ne nam alienum liberavisse.
TWO:Plato knew perfectly well that although rhetoricians and men of the world might be silenced, they could not be converted nor even convinced by such arguments as these. So far from thinking it possible to reason men into virtue, he has observed of those who are slaves to their senses that you must improve them before you can teach them the truth.L And he234 felt that if the complete assimilation of the individual and the community was to become more than a mere logical formula, it must be effected by a radical reform in the training of the one and in the institutions of the other. Accordingly, he set himself to elaborate a scheme for the purpose, our knowledge of which is chiefly derived from his greatest work, the Republic. We have already made large use of the negative criticism scattered through that Dialogue; we have now to examine the positive teaching by which it was supplemented.
