[
1341a]
[1]
and in what times and what rhythms they should take part, and
also what kinds of instruments should be used in their studies, as this
naturally makes a difference. For the solution of the objection depends upon
these points, as it is quite possible that some modes of music do produce the
result mentioned. It is manifest
therefore that the study of music must not place a hindrance in the way of
subsequent activities, nor vulgarize the bodily frame and make it useless for
the exercises of the soldier and the citizen, either for their practical pursuit
now or for their scientific study later on.
1 And this would come about in respect of their study if
the pupils did not go on toiling at the exercises that aim at professional
competitions, nor the wonderful and elaborate performances which have now
entered into the competitions and have passed from the competitions into
education, but also only practised exercises not of that sort until they are
able to enjoy beautiful tunes and rhythms, and not merely the charm common to
all music, which even some lower animals enjoy, as well as a multitude of slaves
and children. And it is also clear
from these considerations what sort of instruments they should use. Flutes must
not be introduced into education, nor any other professional instrument, such as
the harp or any other of that sort, but
[20]
such instruments as will make them attentive pupils either at their musical
training or in their other lessons. Moreover the flute is not a moralizing but
rather an exciting influence, so that it ought to be used for occasions of the
kind at which attendance has the effect of purification rather than
instruction.
2 And
let us add that the flute happens to possess the additional property telling
against its use in education that playing it prevents the employment of speech.
Hence former ages rightly rejected its use by the young and the free, although
at first they had employed it. For
as they came to have more leisure because of their wealth and grew more
high-spirited and valorous, both at a still earlier date and because after the
Persian Wars they were filled with pride as a result of their achievements, they
began to engage in all branches of learning, making no distinction but pursuing
research further. Because of this they even included flute-playing among their
studies; for in
Sparta a certain
chorus-leader played the flute to his chorus himself,
3 and at
Athens it became so fashionable that almost the majority of
freemen went in for flute-playing, as is shown by the tablet erected by
Thrasippus after having provided the chorus for Ecphantides.
4
But later on it came to be
disapproved of as a result of actual experience, when men were more capable of
judging what music conduced to virtue and what did not; and similarly also many
of the old instruments were disapproved of, like the pectis and the
barbitos
5 and the instruments designed to give pleasure to those
who hear people playing them,
6 the septangle, the triangle and the
sambyc,
7