XI.—Plato

Plato differs from most of the Socratic Circle in that he is, above all things, a visionary and a theorist. He is essentially a masculine genius (with him we hear nothing of wife and children), and he lacks that grip of reality which the natural feminist, Euripides, instinctively possesses. He regarded the condition of society in his native city with a mixture of dislike and contempt, and he saw that the main cause of this condition was the indifference to women and children which the ordinary Athenian prided himself on displaying. In his feminism and his educational reforms, Plato is deeply influenced by Spartan teaching, but the main structure is his own work, based not on any actual experience, but on ideal theory. In this idealism lies both the strength and weakness of his feminist doctrine. He refuses to allow himself to be influenced, as Aristotle after him was influenced, by the actual state of inferiority to which Athenian women had been reduced; but in forming a society which should be the opposite of the degenerate Athens of his day, he is inclined to disregard some of the invincible facts of human nature.

Plato’s feminist doctrines are most clearly stated in the fifth book of the Republic and the sixth, seventh, and eighth books of the Laws. These works are accessible to English readers (or, rather, their rough substance is accessible, for we can never reproduce the delicate music of Plato’s prose, and his subtle irony evaporates in English) in Jowett’s translation, and in the excellent version of the Republic by Davies and Vaughan. But it may be convenient to give a brief summary of his argument.

In the fifth book of the Republic the ideal State is being discussed, and the rule κοινὰ τὰ τῶν φίλων (‘among friends everything is common property’) has been laid down. It has, moreover, been made applicable to wives and children, for Plato at first hardly escapes from the fallacy that a man’s wife is as much a piece of property as a dog or a table. The organization of the communistic régime in detail then comes up for consideration, but it is unanimously resolved that the question of community of women is of vital importance and must be explained at once. The philosopher accordingly, with some pretended reluctance, begins with a prayer to Nemesis—‘I am on a slippery road, and fear lest missing my footing I drag my friends down with me’—and thus approaches his subject:

‘The aim of our theory was, I believe, to make our men, as it were, guardians of a flock?’

‘Yes.’

‘Let us keep on the same track and give corresponding rules for the propagation of the species, and for rearing the young; and let us observe whether we find them suitable or not.’

‘How do you mean?’

‘Thus. Do we think that the females of watch-dogs ought to guard the flock along with the males, and hunt with them, and share in all their other duties; or that the females ought to stay at home, because they are disabled by having to breed and rear the cubs, while the males are to labour and be charged with all the care of the flocks?’

‘We expect them to share in whatever is to be done; only we treat the females as the weaker, and the males as the stronger.’

‘Is it possible to use animals for the same work if you do not give them the same training and education?’

‘It is not.’

‘If, then, we are to employ the women in the same duties as the men, we must give them the same instructions?’

‘Yes.’

‘To the men we give music and gymnastic.’

‘Yes.’

‘Then we must train the women also in the same two arts, giving them, besides, a military education and treating them in the same way as the men.’

The professional humorist is then requested to refrain from the obvious jokes suggested by the idea of women stripped for exercise or old ladies practising athletics, and to remember that all such things are purely matters of custom. The real question is whether the nature of the human female is such as to enable her to share in all the employments of the male, or whether she is wholly unequal to any, or equal to some and not to others; and, if so, to which class military service belongs. Women certainly are different from men, but we must not be misled by the word ‘different.’ A bald-headed man is different from a long-haired man, but he may be just as good a cobbler, or a statesman. So women differ from men in the part they play in the propagation of the species; but that difference does not affect the question as to whether men and women should engage in the same pursuits. The argument of the adaptability of the sexes to various occupations is discussed, and this point is reached:

‘I conclude then, my friend, that none of the occupations which comprehend the ordering of a State belong to woman as woman, nor yet to man as man; but natural gifts are to be found here and there in both sexes alike; and, so far as her nature is concerned, the woman is admissible to all pursuits as well as the man: though in all of them the woman is weaker than the man.’

‘Precisely so.’

‘Shall we, then, appropriate all virtues to men and none to women?’

‘How can we?’

‘On the contrary, we shall hold, I imagine, that one woman may have talents for medicine, and another be without them; and that one may be musical and another unmusical?’

‘Undoubtedly.’

‘And shall we not also say, that one woman may have qualifications for gymnastic exercises and for war, and another be unwarlike and without a taste for gymnastics?’

‘I think we shall.’

‘Again, may there not be a love of knowledge in one, and a distaste for it in another? And may not one be spirited, and another spiritless?’

‘True again.’

‘If that be so, there are some women who are fit, and others who are unfit, for the office of guardians. For were not those the qualities we selected, in the case of men, as marking their fitness for that office?’

‘Yes, they were.’

‘Then, as far as the guardianship of a state is concerned, there is no difference between the natures of the man and of the woman, but only various degrees of weakness and strength?’

‘Apparently there is none.’

‘Then we shall have to select duly qualified women also to share in the life and official labours of the duly qualified men; since we find that they are competent to the work, and of kindred nature with the men.’

It seems to Plato that it is both practicable and desirable that men and women should have the same training and the same duties; not, indeed, all men and all women, for Plato’s is an aristocratic State and he is chiefly legislating for his guardian class, but at least the better men and the better women. So he does not shrink from absolute similarity of education:

Then the wives of our guardians must strip for their exercises, inasmuch as they will put on virtue instead of raiment, and must bear their part in war and the other duties comprised in the guardianship of the State, and must engage in no other occupations: though of these tasks the lighter parts must be given to the women rather than to the men, in consideration of the weakness of their sex. But as for the man who laughs at the idea of undressed women going through gymnastic exercises, as a means of realising what is most perfect, his ridicule is but ‘unripe fruit plucked from the tree of wisdom’ and he knows not, to all appearance, what he is laughing at or what he is doing: for it is, and ever will be, a most excellent maxim, that the useful is noble and the hurtful base.

Thus the first wave of the discussion is successfully surmounted: the second and more dangerous is the proposition that wives and children shall be held in common. The company refuse to admit without discussion that it is either desirable or practicable, and a double line of argument is used. If men and women are educated and live together, human nature will soon bring about even closer associations. Any irregular union would be an offence against the State, and it is of the first importance to science that the best citizens should have the largest number of children. Therefore marriages and births must be a matter of State regulation, and any possible discontent must be averted by an elaborate system of pretence. The details are fixed:

‘As fast as the children are born they will be received by officers appointed for the purpose, whether men or women, or both: for I presume that the State offices also will be held in common both by men and women.’

‘They will.’

‘Well, these officers, I suppose, will take the children of good parents and place them in the general nursery under the charge of certain nurses, living apart in a particular quarter of the city; while the issue of inferior parents, and all imperfect children that are born to the others, will be concealed, as is fitting, in some mysterious and unknown hiding-place.’

‘Yes, if the breed of the guardians is to be kept pure.’

‘And will not these same officers have to superintend the rearing of the children, bringing the mothers to the nursery when their breasts are full, but taking every precaution that no mother shall know her own child, and providing other women that have milk, if the mothers have not enough: and must they not take care to limit the time during which the mothers are to suckle the children, committing the task of sitting up at night, and other troubles incident to infancy, to nurses and attendants?’

‘You make child-bearing a very easy business for the wives of the guardians.’

‘Yes, and so it ought to be.’

The second argument may be briefly stated. In the ideal State there will be no such thing as private property: a man will not have a house or dogs of his own, therefore (for our philosopher again seems hardly to realise that the analogy between house and wife is not quite exact), he will not have a wife and children of his own. The whole subject concludes with a return to the original topic of equality of opportunity in these terms:

‘Then you concede the principle that the women are to be put upon the same footing as the men, according to our description, in education, in bearing children, and in watching over the other citizens, and that whether they remain at home or are sent into the field, they are to share the duties of guardianship with the men, and join with them in the chase like dogs, and have everything in common with them so far as it is at all possible, and that in so doing they will be following the most desirable course and not violating the natural relation which ought to govern the mutual fellowship of the sexes?’

‘I do concede all this,’ he replied.

‘Then does it not remain for us,’ I proceeded, ‘to determine whether this community can possibly subsist among men as it can among other animals, and what are the conditions of its possibility?’

‘You have anticipated me in a suggestion I was about to make.’

‘As for their warlike operations, I suppose it is easy to see how they will be conducted.’

‘How?’ he asked.

‘Why, both sexes will take the field together and they will also carry with them such of their children as are strong enough, in order that, like the children of all other craftsmen, they may be spectators of those occupations in which, when grown up, they will themselves be engaged: and they will require them, besides looking on, to act as servants and attendants in all the duties of war, and to wait upon their fathers and mothers.’

It will be noticed that Plato does not shrink from the question of military service for women. If a man is unwilling or unable to defend his country, he certainly has no claim to citizen rights, nor has a woman. It may reasonably be argued that the qualification for a vote is neither property nor sex, but the proof that the individual has passed through the period of training necessary to qualify him as a defender of the fatherland. The qualities necessary for a soldier are three: courage, strength, and skill. No one acquainted with women can doubt that they possess the first: in the passive courage which a modern soldier chiefly needs it is possible that women have a slight advantage over men, and they usually recover more quickly from wounds. The strength that is required in modern warfare is chiefly endurance: the power to stand exposure to the weather, insufficient food, lack of sleep and comfort; marching capacity. No one who knows the vagabonds and strollers of our English roads will say that women are not capable of supporting all these hardships as well as men. The female tramp is every whit as sturdy and hardy as her male companion. Finally, the skill to handle a gun and the power of shooting straight are matters almost entirely of training: the natural qualities, a steady hand and a sharp eye, that help such a training are by no means predominantly male characteristics.

Plato for his part is very insistent on this question, and returns to it several times in the Laws. The State is to maintain schools, where the art of war in all its branches shall be taught to males and females alike. Gymnastics and horsemanship are as suitable to women as to men. Boys and girls together must learn the use of the bow, the javelin, and the sling, and in every well-ordered community at least one day a month shall be set aside for warlike exercise, in which men, women and children shall take part. Female education will include a definite military training: the girls will learn how to use their weapons and to move about lightly in armour; the grown woman will study evolutions and tactics. Finally, in all public festivals and competitions the unmarried girls shall compete with the youths in running and in contests in armour.

It is on this point of military training, perhaps, that Plato stands apart from modern sentiment: most of his other ideals of feminine education are in process of being realised, even that which allowed the educated woman to become herself a teacher, and rank with male colleagues. In the inner circle of the Academy, the first University College of which we know, men and women met on equal terms, and shared responsibilities and privileges. The names of two such women (neither of them, be it noted, Athenians) are recorded for us by Dicæarchus and Lastheneia of Mantinea and Axiothea of Phlius, ‘who even used to wear male attire,’ hold out their hands across the centuries to Mrs. Bryant and Miss Busk.

Plato, indeed, in spite of his idealism, is often very practical, and on the question of marriage his doctrine is most sound.

The simple law of marriage is this: A man must marry before he is thirty-five; if not, he shall be fined and lose all his privileges. Mankind are immortal because they leave children behind them; and for a man to deprive himself of immortality is impiety. He who obeys the law shall be free and pay no fine; but the disobedient shall pay a yearly fine, in order that he may not imagine that his celibacy will bring him ease or profit: moreover, he shall not share in any of the honours which the State gives to the aged.

Marriage is to be regarded as a duty, and ‘every man shall follow, not after the marriage which is most pleasing to himself, but after that which is most beneficial to the State.’ This cannot be effected by definite regulations, but we should ‘try and charm the spirits of men into believing’ that their children are of more importance than themselves, and that a child’s disposition will depend upon the happy blending of its parents.

Plato realises that children are the State’s vital interest, and his concern for them extends to the period before birth. Husband and wife are to consider how they are to produce for the State the best and fairest specimens of children which they can. If proper attention is given to anything, success is certain; and the eugenic system is to be under the definite control of a committee of women, who shall meet every day and spend a third part of the day in ensuring that the regulations for perfect births are duly carried out. Their care is to be expressly extended to the future mothers, for the period of a child’s life before birth is equally decisive, and the young wife must be carefully tended, kept from excessive pleasures or pains, and be encouraged to cultivate habits of gentleness, benevolence, and kindness.

Then comes the proper management of infants, and Plato is very convinced of the importance of constant motion for the young child, who in a Greek household was often closely bandaged in swaddling clothes and left to its own resources. He anticipates Aristippus, who, holding that pleasure was the chief end of life, found the best definition of pleasure to be ‘a gentle motion,’ and he is prepared to make his ideal state for infants at least a pleasant one.

The first principle in relation both to the body and soul of very young children is that nursing and moving about by day and night is good for them all, and that the younger they are the more they will need it. Infants should live, if it were possible, as if they were always rocking at sea. Exercise and motion in the earliest years greatly contribute to create a part of virtue in the soul: the child’s virtue is cheerfulness, and good nursing makes a gentle and a cheerful child.

This first period will last till the age of three, when the child will begin to find out its own natural modes of amusement in company with other children: from three to six, boys and girls should live and play together: after six they should separate, and begin to receive instruction.

On the subject of co-education, which may be regarded as the best practical solution for the cure of sex-ignorance, Plato speaks with a rather uncertain voice. His general theory presupposes an identity of training, and the free mingling of boys and girls, young men and women, in sport and work. But he is disturbed by his conviction of the natural badness of boys contrasted with girls:

Of all animals, the boy is the most unmanageable, inasmuch as he has the fountain of reason in him not yet regulated; he is the most insidious, sharp-witted, and insubordinate of creatures; therefore he must be bound with many bridles.

The further difficulty, that constant friendly intercourse between young men and women may lead to undesirable results is discussed at some length in the Laws, p. 835, and the very sensible conclusion is arrived at that a healthy public opinion will be the first result of these natural conditions of comradeship, and that the general sentiment will be the strongest of checks upon undue licence. The importance of example in education and morals is rightly insisted upon:

The best way of training the young is to train yourself at the same time: not to admonish them, but to be always carrying out your own admonitions in practice.

Finally, education is of supreme importance to a country:

The minister of education is the most important officer of State; of all appointments his is the greatest; he will rule according to law, must be fifty years old, and have children of his own, both boys and girls by preference, at any rate one or the other.

These are some of the salient points of Plato’s teaching, but a careful reading of the Republic and the Laws will reveal many further issues and many side-lights on the main thesis. Plato does not trouble to be rigorously consistent, and, like Euripides, he does not hesitate at times to play the part of the candid friend, and to point out what he thinks are the natural weaknesses of the female sex. Sometimes he is right, sometimes he is wrong. ‘Women,’ he says, ‘are too prone to secrecy and stealth; they are accustomed to creep into dark places and resist being dragged into the light.’

Here Plato seems to hit the truth. If there is one quality—call it virtue or vice, as you will—which is peculiarly a woman’s and not a man’s characteristic, it is secretiveness. The result of many centuries of self-suppression, it gives a certain aggravating charm to the female mind, and usually does no particular harm. But it is, perhaps, the chief reason of women’s comparative failure in literature. Sincerity in writing is the saving grace, and if a book is not frank, it should never be written. Few women authors resemble Sappho, or Jane Austen, or Mme. Colette in contemporary French literature, who, unlike though they are in the circumstances of their lives, do all make a serious attempt at truth. Most women fail in frankness towards themselves and their readers. George Eliot, Ouida, George Sand (to take another typical and strongly differentiated trio) dissemble their facts as much as they dissemble their names. Like ostriches, they hide their faces under a cloud of words.