1341b and all the instruments that require manual skill. And indeed there is a reasonable foundation for the story that was told by the ancients about the flute. The tale goes that Athena found a flute and threw it away. Now it is not a bad point in the story that the goddess did this out of annoyance because of the ugly distortion of her features; but as a matter of fact it is more likely that it was because education in flute-playing has no effect on the intelligence, whereas we attribute science and art to Athena.

And since we reject professional education in the instruments and in performance¹ (and we count performance in competitions as professional, for the performer does not take part in it for his own improvement, but for his hearers’ pleasure, and that a vulgar pleasure, owing to which we do not consider performing to be proper for free men, but somewhat menial; and indeed performers do become vulgar, since the object at which they aim is a low one, as vulgarity in the audience usually influences the music, so that it imparts to the artists who practise it with a view to suit the audience a special kind of personality, and also of bodily frame because of the movements required)— we must therefore give some consideration to tunes and rhythms,and to the question whether for educational purposes we must employ all the tunes and all the rhythms or make distinctions; and next, whether for those who are working at music for education we shall lay down the same regulation, or ought we to establish some other third one (inasmuch as we see that the factors in music are melody and rhythm, and it is important to notice what influence each of these has upon education), and whether we are to prefer music with a good melody or music with a good rhythm. Now we consider that much is well said on these matters by some of the musicians of the present day and by some of those engaged in philosophy who happen to be experienced in musical education, and we will abandon the precise discussion as to each of these matters for any who wish it to seek it from those teachers, while for the present let us lay down general principles, merely stating the outlines of the subjects. And since we accept the classification of melodies made by some philosophers, as ethical melodies, melodies of action, and passionate melodies,² distributing the various harmonies among these classes as being in nature akin to one or the other, and as we say that music ought to be employed not for the purpose of one benefit that it confers but on account of several (for it serves the purpose both of education and of purgation—the term purgation we use for the present without explanation, but we will return to discuss the meaning that we give to it more explicitly in our treatise on poetry³—and thirdly it serves for amusement, serving to relax our tension and to give rest from it),

1342a it is clear that we should employ all the harmonies, yet not employ them all in the same way, but use the most ethical ones for education, and the active and passionate kinds for listening to when others are performing (for any experience that occurs violently in some souls is found in all, though with different degrees of intensity—for example pity and fear, and also religious excitement; for some persons are very liable to this form of emotion, and under the influence of sacred music we see these people, when they use tunes that violently arouse the soul, being thrown into a state as if they had received medicinal treatment and taken a purge; the same experience then must come also to the compassionate and the timid and the other emotional people generally in such degree as befalls each individual of these classes, and all must undergo a purgation and a pleasant feeling of relief; and similarly also the purgative melodies afford harmless delight to people). Therefore those who go in for theatrical music must be set to compete in harmonies and melodies of this kind (and since the audience is of two classes, one freemen and educated people, and the otherthe vulgar class composed of mechanics and laborers and other such persons, the latter sort also must be assigned competitions and shows for relaxation; and just as their souls are warped from the natural state, so those harmonies and melodies that are highly strung and irregular in coloration⁴ are deviations, but people of each sort receive pleasure from what is naturally suited to them, owing to which the competitors before an audience of this sort must be allowed to employ some such kind of music as this); but for education, as has been said,⁵ the ethical class of melodies and of harmonies must be employed. And of that nature is the Dorian mode, as we said before⁶; but we must also accept any other mode that those who take part in the pursuit of philosophy and in musical education may recommend to us. Socrates in the Republic ⁷ does not do well in allowing only the Phrygian mode along with the Dorian, and that when he has rejected the flute among instruments;

1342b for the Phrygian mode has the same effect among harmonies as the flute among instruments—both are violently exciting and emotional. This is shown by poetry; for all Bacchiac versification and all movement of that sort⁸ belongs particularly to the flute among the instruments, and these meters find their suitable accompaniment in tunes in the Phrygian mode among the harmonies: for example the dithyramb is admittedly held to be a Phrygian meter, and the experts on this subject adduce many instances to prove this, particularly the fact that Philoxenus when he attempted to compose a dithyramb, The Mysians, in the Dorian mode was unable to do so, but merely by the force of nature fell back again into the suitable harmony, the Phrygian. And all agree that the Dorian mode is more sedate and of a specially manly character. Moreover since we praise and say that we ought to pursue the mean between extremes, and the Dorian mode has this nature in relation to the other harmonies, it is clear that it suits the younger pupils to be educated rather in the Dorian melodies. But there are two objects to aim at, the possible as well as the suitable; for we are bound rather to attempt the things that are possible and those that are suitable for the particular class of people concerned;and in these matters also there are dividing lines drawn by the ages—for instance, those whose powers have waned through lapse of time cannot easily sing the highly strung harmonies, but to persons of that age nature suggests the relaxed harmonies. Therefore some musical experts also rightly criticize Socrates⁹ because he disapproved of the relaxed harmonies for amusement, taking them to have the character of intoxication, not in the sense of the effect of strong drink, for that clearly has more the result of making men frenzied revellers, but as failing in power. Hence even with a view to the period of life that is to follow, that of the comparatively old, it is proper to engage in the harmonies and melodies of this kind too, and also any kind of harmony that is suited to the age of boyhood because it is capable of being at once decorous and educative, which seems to be the nature of the Lydian mode most of all the harmonies. It is clear therefore that we should lay down these three canons to guide education, moderation, possibility and suitability.