Xenophon has recorded another dialogue in which a young man named Euthydêmus, who was also in training for a statesman, and who, as he supposed, had learned a great deal more out of books than Socrates could teach him, is brought to see how little he knows about ethical science. He is asked, Can a man be a good citizen without being just? No, he cannot.—Can Euthydêmus tell what acts are just? Yes, certainly, and also what are unjust.—Under which head does he put such actions as lying, deceiving, harming, enslaving?—Under the head of injustice.—But suppose a hostile people are treated in the various manners specified, is that unjust?—No, but it was understood that only one’s friends were meant.—Well, if a general encourages his own army by false statements, or a father deceives his child into taking medicine, or your friend seems likely to commit suicide, and you purloin a deadly weapon from him, is that unjust?—No, we must add ‘for the purpose of harming’ to our definition. Socrates, however, does not stop here, but goes on cross-examining until the unhappy student is reduced to a state of hopeless bewilderment and shame. He is then brought to perceive the necessity of self-knowledge, which is explained to mean knowledge of one’s own powers. As a further exercise Euthydêmus is put through his facings on the subject of good and evil. Health, wealth, strength, wisdom and beauty are mentioned as unquestionable goods. Socrates shows, in the style long afterwards imitated by Juvenal, that they are only means towards an end, and may be productive of harm no less than good.—Happiness at any rate is an unquestionable good.—Yes, unless we make it consist of questionable goods like those just enumerated.91
It is in this last conversation that the historical Socrates most nearly resembles the Socrates of Plato’s Apologia. Instead, however, of leaving Euthydêmus to the consciousness of his ignorance, as the latter would have done, he proceeds, in Xenophon’s account, to direct the young man’s studies according to the simplest and clearest principles; and we have another conversation where religious truths are instilled by the same catechetical process.92 Here the erotetic method is evidently a mere didactic artifice, and Socrates could easily have written out his lesson under the form of a regular demonstration. But there is little doubt that in other cases he used it as a means for giving increased precision to his own ideas, and also for testing their validity, that, in a word, the habit of oral communication gave him a familiarity with logical processes which could not otherwise have been acquired. The same cross-examination that acted as a spur on the mind of the respondent, reacted as a bridle on the mind of the interrogator, obliging him to make sure beforehand of every assertion that he put forward, to study the mutual bearings of his beliefs, to analyse them into their component elements, and to examine the relation in which they collectively stood to the opinions generally accepted. It has already been stated that Socrates gave the erotetic method two new applications; we now see in what direction they tended. He made it a vehicle for positive instruction, and he also made it an instrument for self-discipline, a help to fulfilling the Delphic precept, ‘Know thyself.’ The second application was even more important than the first. With us literary training—that is, the practice of continuous reading and composition—is so widely diffused, that conversation has become rather a hindrance than a help to the cultivation of argumentative ability. The reverse was true when Socrates lived. Long familiarity with debate was unfavourable to the art of writing; and the speeches in Thucydides show how difficult it was still found to present close reasoning under the form of an uninterrupted exposition. The traditions of conversational thrust and parry survived in rhetorical prose; and the crossed swords of tongue-fence were represented by the bristling chevaux de frise of a laboured antithetical arrangement where every clause received new strength and point from contrast with its opposing neighbour.
By combining the various considerations here suggested we shall arrive at a clearer understanding of the sceptical attitude commonly attributed to Socrates. There is, first of all, the negative and critical function exercised by him in common with many other constructive thinkers, and intimately associated with a fundamental law of Greek thought. Then there is the Attic courtesy and democratic spirit leading him to avoid any assumption of superiority over those whose opinions he is examining. And, lastly, there is the profound feeling that truth is a common possession, which no individual can appropriate as his peculiar privilege, because it can only be discovered, tested, and preserved by the united efforts of all.
V.
Thus, then, the Socratic dialogue has a double aspect. It is, like all philosophy, a perpetual carrying of life into ideas and of ideas into life. Life is raised to a higher level by thought; thought, when brought into contact with life, gains movement and growth, assimilative and reproductive power. If action is to be harmonised, we must regulate it by universal principles; if our principles are to be efficacious, they must be adopted; if they are to be adopted, we must demonstrate them to the satisfaction of our contemporaries. Language, consisting as it does almost entirely of abstract terms, furnishes the materials out of which alone such an ideal union can be framed. But men do not always use the same words, least of all if they are abstract words, in the same sense, and therefore a preliminary agreement must be arrived at in this respect; a fact which Socrates was the first to recognise. Aristotle tells us that he introduced the custom of constructing general definitions into philosophy. The need of accurate verbal explanations is more felt in the discussion of ethical problems than anywhere else, if we take ethics in the only sense that Socrates would have accepted, as covering the whole field of mental activity. It is true that definitions are also employed in the mathematical and physical sciences, but there they are accompanied by illustrations borrowed from sensible experience, and would be unintelligible without them. Hence it has been possible for those branches of knowledge to make enormous progress, while the elementary notions on which they rest have not yet been satisfactorily analysed. The case is entirely altered when mental dispositions have to be taken into account. Here, abstract terms play much the same part as sensible intuitions elsewhere in steadying our conceptions, but without possessing the same invariable value; the experiences from which those conceptions are derived being exceedingly complex, and, what is more, exceedingly liable to disturbance from unforeseen circumstances. Thus, by neglecting a series of minute changes the same name may come to denote groups of phenomena not agreeing in the qualities which alone it originally connoted. More than one example of such a gradual metamorphosis has already presented itself in the course of our investigation, and others will occur in the sequel. Where distinctions of right and wrong are involved, it is of enormous practical importance that a definite meaning should be attached to words, and that they should not be allowed, at least without express agreement, to depart from the recognised acceptation: for such words, connoting as they do the approval or disapproval of mankind, exercise a powerful influence on conduct, so that their misapplication may lead to disastrous consequences. Where government by written law prevails the importance of defining ethical terms immediately becomes obvious, for, otherwise,