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lectual enjoyment suitable to boys of that age, for it is the end, and that which is imperfect cannot attain the perfect or end. But perhaps it may be said that boys learn music for the sake of the amusement which they will have when they are grown up. If so, why should they learn themselves, and not, like the Persian and Median kings, enjoy the pleasure and instruction which is derived from hearing others? (for surely skilled persons who have made music the business and profession of their lives will be better performers than those who practice only to learn). If they must learn music, on the same principle they should learn cookery, which is absurd. And even granting that music may form the character, the objection still holds: why should we learn ourselves ? Why cannot we attain true pleasure and form a correct judgment from hearing others, like the Lacedæmonians ? For they, without learning music, nevertheless can correctly judge, as they say, of good and bad melodies. Or again, if music should be used to promote cheerfulness and refined intellectual enjoyment, the objection still remains - why should we learn ourselves instead of enjoying the performance of others? We may illustrate what we are saying by our conception of the Gods; for in the poets Zeus does not himself sing or play on the lyre. Nay, we call professional performers vulgar; no freeman would play or sing unless he were intoxicated or in jest. But these matters may be left for the present.
The first question is whether music is or is not to be a part of education. Of the three things mentioned in our discussion, which is it? Education or amusement or intellectual enjoyment, for it may be reckoned under all three, and seems to share in the nature of all of them. Amusement is for the sake of relaxation, and relaxation is of necessity sweet, for it is the remedy of pain caused by toil, and intellectual enjoyment is universally acknowledged
to contain an element not only of the noble but of the pleasant, for happiness is made up of both. All men agree that music is one of the pleasantest things, whether with or without song; as Musæus says,
“Song is to mortals of all things the sweetest.” Hence and with good reason it is introduced into social gatherings and entertainments, because it makes the hearts of men glad: so that on this ground alone we may assume that the young ought to be trained in it. For innocent pleasures are not only in harmony with the perfect end of life, but they also provide relaxation. And whereas men rarely attain the end, but often rest by the way and amuse themselves, not only with a view to some good, but also for the pleasure's sake, it may be well for them at times to find a refreshment in music. It sometimes happens that men make amusement the end, for the end probably contains some element of pleasure, though not any ordinary or lower pleasure; but they mistake the lower for the higher, and in seeking for the one find the other, since every pleasure has a likeness to the end of action. For the end is not eligible, nor do the pleasures which we have described exist, for the sake of any future good but of the past, that is to say, they are the alleviation of past toils and pains. And we may infer this to be the reason why men seek happiness from common pleasures. But music is pursued, not only as an alleviation of past toil, but also as providing recreation. And who can say whether, having this use, it may not also have a nobler one? In addition to this common pleasure, felt and shared in by all (for the pleasure given by music is natural, and therefore adapted to all ages and characters), may it not have also some influence over the character and the soul? It must have such an influence if characters are affected
by it. And that they are so affected is proved by the power which the songs of Olympus and of many others exercise; for beyond question they inspire enthusiasm, and enthusiasm is an emotion of the ethical part of the soul. Besides, when men hear imitations, even unaccompanied by melody or rhythm, their feelings move in sympathy. Since then music is a pleasure, and virtue consists in rejoicing and loving and hating aright, there is clearly nothing which we are so much concerned to acquire and to cultivate as the power of forming right judgments, and of taking delight in good dispositions and noble actions. Rhythm and melody supply imitations of anger and gentleness, and also of courage and temperance and of virtues and vices in general, which hardly fall short of the actual affections, as we know from our own experience, for in listening to such strains our souls undergo a change. The habit of feeling pleasure or pain at mere representations is not far removed from the same feeling about realities; for example, if any one delights in the sight of a statue for its beauty only, it necessarily follows that the sight of the original will be pleasant to him. No other sense, such as taste or touch, has any resemblance to moral qualities; in sight only there is a little, for figures are to some extent of a moral character, and (so far) all participate in the feeling about them. Again, figures and colors are not imitations, but signs of moral habits, indications which the body gives of states of feeling. The connection of them with morals is slight, but in so far as there is any, young men should be taught to look, not at the works of Pauson, but at those of Polygnotus, or any other painter or statuary who expresses moral ideas. On the other hand, even in mere melodies there is an imitation of character, for the musical modes differ essentially from one another, and those who hear them are differently affected by each.
Some of them make men sad and grave, like the so-called Mixolydian, others enfeeble the mind, like the relaxed harmonies, others, again, produce a moderate and settled temper, which appears to be the peculiar effect of the Dorian; the Phrygian inspires enthusiasm. The whole subject as been well treated by philosophical writers on this branch of education, and they confirm their arguments by facts. The same principles apply to rhythms: some have a character of rest, others of motion, and of these latter again, some have a more vulgar, others a nobler movement. Enough has been said to show that music has a power of forming the character, and should therefore be introduced into the education of the young. The study is suited to the stage of youth, for young persons will not, if they can help, endure anything which is not sweetened by pleasure, and music has a natural sweetness. There seems to be in us a sort of affinity to harmonies and rhythms, which makes some philosophers say that the soul is a harmony, others, that she possesses harmony.
6. And now we have to determine the question which has been already raised, whether children should be themselves taught to sing and play or not. Clearly there is a considerable difference made in the character by the actual practice of the art. It is difficult, if not impossible, for those who do not perform to be good judges of the performance of others. Besides, children should have something to do, and the rattle of Archytas, which people give to their children in order to amuse them and prevent them from breaking anything in the house, was a capital invention, for a young thing cannot be quiet. The rattle is a toy suited to the infant mind and (musical) education is a rattle or toy for children of a larger growth. We conclude then that they should be taught music in such a way as to become not only critics but performers.
The question what is or is not suitable for different ages may be easily answered; nor is there any difficulty in meeting the objection of those who say that the study of music is vulgar. We reply (1) in the first place, that they who are to be judges must also be performers, and that they should begin to practice early, although when they are older they may be spared the execution; they must have learned to appreciate what is good and to delight in it, thanks to the knowledge which they acquired in their youth. As to (2) the vulgarizing effect which music is supposed to exercise, this is a question (of degree), which we shall have no difficulty in determining, when we have considered to what extent freemen who are being trained to political virtue should pursue the art, what melodies and what rhythms they should be allowed to use, and what instruments should be employed in teaching them to play, for even the instrument makes a difference. The answer to the objection turns upon these distinctions; for it is quite possible that certain methods of teaching and learning music do really have a degrading effect. It is evident then that the learning of music ought not to impede the business of riper years, or to degrade the body or render it unfit for civil or military duties, whether for the early practice or for the later study of them.
The right measure will be attained if students of music stop short of the arts which are practiced in professional contests, and do not seek to acquire those fantastic marvels of execution which are now the fashion in such contests, and from these have passed into education. Let the young pursue their studies until they are able to feel delight in noble melodies and rhythms, and not merely in that common part of music in which every slave or child and even some animals find pleasure.
From these principles we may also infer what instru