The essay contends that Plato has become chiefly a schoolroom presence, known indirectly through courses and manuals and therefore neglected by general readers. It examines how academic canonization can transform admiration into omission. The author analyzes stylistic and philosophical obstacles: extreme length, repeated conversational digressions, insistently minute dialectic, a maieutic technique that avoids firm conclusions, and recurring tensions or contradictions among dialogues, especially in the Republic. These features both explain readers' impatience and invite a more patient, interpretive approach.