 We’ve seen, then, that there are robust resources available for an interpreter of the Laws to show how the educational system of Magnesia could produce something like genuine virtue: their education in music and dance may serve to give students an appreciation of order which will help them to grasp value concepts, and their mathematical and astronomical education may be designed to allow them to articulate those concepts and to see their role in structuring the cosmos. There are, however, also reasons to worry about how robust the virtue established by the educational system of Magnesia really is. The lifelong nature of education – and, in particular, the striking claim that old men must participate in symposia so as to make their souls young and malleable again – suggests that the virtue of the citizens is fragile enough to require constant  upkeep.[50]  The way in which we account for what does or can go wrong to make the citizens’ virtue need reinforcement will also help us fix on the nature of that reinforcement and thus on the way in which the educational system affects the souls of the citizens more generally. More research, then, is needed into the two interrelated questions of the way in which the education given to the citizens of Magnesia has its effect and of what sort of virtue the educational program of Magnesia can or tends to produce.