Summary
Socrates continues designing the ideal state's education system, focusing on what stories and art should shape young guardians. He argues that the tales we tell children become the blueprints for their character—so no more stories of gods behaving badly or heroes falling apart. Out go the myths where deities scheme and weep; in come tales of courage and self-control. The conversation shifts to music and physical training, but with a twist: both actually train the soul, not the body. Music softens and civilizes; gymnastics hardens and strengthens. Too much of either creates an imbalanced person—all culture makes you weak, all workout makes you brutal. The sweet spot produces guardians who are both gentle and fierce, like good watchdogs. Then comes the bombshell: the 'noble lie.' Socrates proposes telling citizens they were born from the earth itself, some with gold souls (rulers), some silver (guardians), some bronze or iron (workers). But here's the radical part—your kids might have different metals than you. A golden parent might have an iron child who must become a craftsman, while a bronze parent might birth a golden child destined to rule. It's Plato's way of saying that merit matters more than birth, wrapped in a myth to make it stick. The chapter ends with these guardians living communally, owning nothing personal, sustained by the community they protect. They're warrior-monks, essentially, living for the state rather than themselves.
Coming Up in Chapter 4
Adeimantus challenges Socrates with a sharp question: Haven't you made your guardians miserable? They own nothing, earn no wages, can't travel or enjoy life's pleasures—yet they're supposedly the lucky ones ruling the city. Socrates must defend his austere vision against the very human desire for comfort and reward.
Share it with friends
An excerpt from the original text.(~500 words)
BOOK III. There is another motive in purifying religion, which is to banish fear; for no man can be courageous who is afraid of death, or who believes the tales which are repeated by the poets concerning the world below. They must be gently requested not to abuse hell; they may be reminded that their stories are both untrue and discouraging. Nor must they be angry if we expunge obnoxious passages, such as the depressing words of Achilles—‘I would rather be a serving-man than rule over all the dead;’ and the verses which tell of the squalid mansions, the senseless shadows, the flitting soul mourning over lost strength and youth, the soul with a gibber going beneath the earth like smoke, or the souls of the suitors which flutter about like bats. The terrors and horrors of Cocytus and Styx, ghosts and sapless shades, and the rest of their Tartarean nomenclature, must vanish. Such tales may have their use; but they are not the proper food for soldiers. As little can we admit the sorrows and sympathies of the Homeric heroes:—Achilles, the son of Thetis, in tears, throwing ashes on his head, or pacing up and down the sea-shore in distraction; or Priam, the cousin of the gods, crying aloud, rolling in the mire. A good man is not prostrated at the loss of children or fortune. Neither is death terrible to him; and therefore lamentations over the dead should not be practised by men of note; they should be the concern of inferior persons only, whether women or men. Still worse is the attribution of such weakness to the gods; as when the goddesses say, ‘Alas! my travail!’ and worst of all, when the king of heaven himself laments his inability to save Hector, or sorrows over the impending doom of his dear Sarpedon. Such a character of God, if not ridiculed by our young men, is likely to be imitated by them. Nor should our citizens be given to excess of laughter—‘Such violent delights’ are followed by a violent re-action. The description in the Iliad of the gods shaking their sides at the clumsiness of Hephaestus will not be admitted by us. ‘Certainly not.’ Truth should have a high place among the virtues, for falsehood, as we were saying, is useless to the gods, and only useful to men as a medicine. But this employment of falsehood must remain a privilege of state; the common man must not in return tell a lie to the ruler; any more than the patient would tell a lie to his physician, or the sailor to his captain. In the next place our youth must be temperate, and temperance consists in self-control and obedience to authority. That is a lesson which Homer teaches in some places: ‘The Achaeans marched on breathing prowess, in silent awe of their leaders;’—but a very different one in other places: ‘O heavy with wine, who hast the eyes of a dog, but the heart of a stag.’...
Master this chapter. Complete your experience
Purchase the complete book to access all chapters and support classic literature
As an Amazon Associate, we earn a small commission from qualifying purchases at no additional cost to you.
Available in paperback, hardcover, and e-book formats
Intelligence Amplifier™ Analysis
The Noble Lie of Necessary Stories
The narratives we absorb become the invisible scripts that guide our actions and limit our possibilities.
Why This Matters
Connect literature to life
This chapter teaches you to spot when stories are being used to shape behavior rather than simply entertain or inform.
Practice This Today
This week, notice when your workplace introduces new language or stories—ask yourself what behaviors these narratives are designed to encourage.
Now let's explore the literary elements.
Terms to Know
Noble Lie
A founding myth told by rulers to create social cohesion and justify the class system. In Plato's version, citizens are told they were born from the earth with different metals in their souls determining their social role.
Modern Usage:
We see noble lies in national myths like 'anyone can be president' or corporate mantras like 'we're all one big family'
Guardians
The warrior class in Plato's ideal state who protect society and enforce laws. They live communally without private property, trained in both physical and cultural education to be fierce yet gentle.
Modern Usage:
Think of military personnel or police officers who are supposed to serve and protect while maintaining high ethical standards
Myth of the Metals
The story that people are born with gold, silver, bronze, or iron souls that determine their place in society. Crucially, children might have different metals than their parents, allowing for social mobility based on merit.
Modern Usage:
Similar to how we talk about 'gifted' programs or aptitude tests that sort people into different career tracks
Censorship of Poetry
Socrates argues that stories depicting gods and heroes behaving badly should be banned because they provide poor role models. He wants to remove tales of divine scheming and heroic breakdowns from education.
Modern Usage:
Like debates over violent video games, explicit music lyrics, or what books should be in school libraries
Music and Gymnastics
The two pillars of education in the ideal state. Music (including poetry and culture) softens and civilizes the soul, while gymnastics hardens and strengthens it. Balance between both creates ideal character.
Modern Usage:
The idea that kids need both arts and sports, or that adults need work-life balance to be well-rounded
Homeric Heroes
The legendary figures from Homer's epics like Achilles and Priam. Socrates criticizes how these heroes are shown crying, raging, and falling apart, arguing such stories teach emotional weakness.
Modern Usage:
Like criticizing celebrity meltdowns or reality TV drama as bad influences on young people
Characters in This Chapter
Socrates
protagonist and teacher
Continues designing the ideal state's education system, proposing radical ideas about censorship, the noble lie, and communal living for guardians. He's the architect of this theoretical society.
Modern Equivalent:
The visionary CEO redesigning company culture from scratch
Adeimantus
interlocutor and questioner
Glaucon's brother who engages with Socrates about education and the guardian class. He raises practical concerns and helps Socrates clarify his proposals through dialogue.
Modern Equivalent:
The teammate who asks the hard questions in planning meetings
Achilles
referenced hero
Used as an example of what NOT to teach children - a hero who cries, throws tantrums, and says he'd rather be a slave than rule the dead. Represents emotional instability Plato wants to eliminate.
Modern Equivalent:
The star athlete who has public meltdowns on social media
Priam
referenced king
Another negative example - a king who rolls in the dirt and wails over losses. Socrates uses him to show how even noble figures in traditional stories display undignified behavior.
Modern Equivalent:
The powerful executive who falls apart under pressure
Key Quotes & Analysis
"I would rather be a serving-man than rule over all the dead"
Context: Socrates cites this line from Homer as an example of harmful poetry that makes people fear death
This quote undermines the guardian's courage by suggesting that any life, even slavery, is better than death. Socrates wants to remove such ideas because fearless guardians can't protect the state if they're terrified of dying.
In Today's Words:
I'd rather flip burgers than be the richest corpse in the cemetery
"The god has made of gold all those who are capable of ruling; hence they are most precious"
Context: Explaining the noble lie about citizens being born with different metals in their souls
This establishes a natural hierarchy while allowing for merit-based mobility. It's Plato's attempt to justify social classes while keeping them fluid based on ability rather than birth alone.
In Today's Words:
Some people are just born to be leaders - it's in their DNA
"Neither is death terrible to him; and therefore lamentations over the dead should not be practised by men of note"
Context: Arguing against showing heroes grieving dramatically in stories
Socrates believes that good people accept death philosophically and don't fall apart over losses. Teaching children stories of excessive grief creates adults who can't handle life's hardships with dignity.
In Today's Words:
Real leaders don't have public breakdowns - they handle their business and move on
"Too much music makes a man effeminate; too much gymnastics makes him savage"
Context: Discussing the balance needed in education between cultural and physical training
This captures Plato's belief in moderation and balance. Pure intellectuals become weak and ineffective, while pure warriors become brutal. The ideal guardian combines both qualities.
In Today's Words:
All books and no gym makes you soft; all gym and no books makes you a meathead
Thematic Threads
Social Engineering
In This Chapter
Plato designs an education system that deliberately shapes character through controlled narratives and the 'noble lie' about metallic souls
Development
Evolved from Book 2's discussion of justice in the state to practical implementation of social control
In Your Life:
Every organization you're part of uses stories and myths to shape behavior—from company values to family traditions.
Class Mobility
In This Chapter
The metal myth allows for movement between classes based on inherent ability rather than birth, though still within a fixed hierarchy
Development
Builds on earlier discussions of natural roles, but adds mechanism for class movement
In Your Life:
Notice how 'merit-based' systems in your workplace still often reinforce existing hierarchies while claiming to be fair.
Balance
In This Chapter
Music and gymnastics must be perfectly balanced to create guardians who are neither too soft nor too brutal
Development
Introduced here as a principle for character development
In Your Life:
Consider how you balance 'soft' skills (empathy, culture) with 'hard' skills (assertiveness, physical strength) in your own life.
Collective Identity
In This Chapter
Guardians live communally with no private property, their identity fully merged with their role in the state
Development
Introduced as the lifestyle requirement for the guardian class
In Your Life:
Think about when your job demands you suppress personal needs for the 'greater good'—and whether that trade-off is worth it.
Justified Deception
In This Chapter
The 'noble lie' presents a fabrication as necessary for social harmony and individual happiness
Development
Introduced here as an acceptable tool for maintaining social order
In Your Life:
Recognize when authorities use 'necessary' lies—from 'this won't hurt' to 'the schedule is fair'—to maintain control.
You now have the context. Time to form your own thoughts.
Discussion Questions
- 1
What does Socrates say is wrong with the traditional stories about gods and heroes, and what kind of stories does he want instead?
analysis • surface - 2
Why does Plato think both music and gymnastics train the soul rather than the body? What happens when someone gets too much of one without the other?
analysis • medium - 3
Where do you see 'founding myths' shaping behavior in your workplace, family, or community? What stories do people tell that become self-fulfilling prophecies?
application • medium - 4
If you could rewrite one story that your family tells about itself, which would it be and how would you change it? What different outcomes might that create?
application • deep - 5
What does the 'noble lie' about metals in souls reveal about how societies balance merit and stability? Is it ever ethical to use myths to shape behavior?
reflection • deep
Critical Thinking Exercise
Audit Your Story Diet
List the five stories you hear most often - from family, work, media, or your own inner voice. For each one, identify what behavior or belief it encourages. Then mark each story as 'keeper' (helps you grow), 'neutral' (neither helps nor harms), or 'poison' (limits your potential). Finally, write one new story you could start telling yourself that would support where you want to be in five years.
Consider:
- •Include stories from different sources - not just family or just work
- •Look for subtle stories hidden in phrases like 'people like us always...' or 'that's just how things are'
- •Consider which stories you've already outgrown but still repeat out of habit
Journaling Prompt
Write about a time when changing your story about yourself changed your actual life. What was the old story, what became the new story, and what specific actions or opportunities followed?
Coming Up Next...
Chapter 4: The Soul's Three Parts
Moving forward, we'll examine to recognize the three driving forces within yourself, and understand inner conflict happens and how to resolve it. These insights bridge the gap between classic literature and modern experience.