In [the soul] one part naturally rules, and the other is subject, and the virtue of the ruler we maintain to be different from that of the subject; the one being the virtue of the rational, and the other of the irrational part. Now, it is obvious that the same principle applies generally, and therefore almost all things rule and are ruled according to nature.
Greatness of Soul seems therefore to be as it were a crowning ornament of the virtues; it enhances their greatness, and it cannot exist without them. Hence it is hard to be truly great-souled, for greatness of soul is impossible without moral nobility.
The right constitutions, three in number- kingship, aristocracy, and polity- and the deviations from these, likewise three in number - tyranny from kingship, oligarchy from aristocracy, democracy from polity.
Two characteristic marks have above all others been recognized as distinguishing that which has soul in it from that which has not - movement and sensation.
Now if there is any gift of the gods to men, it is reasonable that happiness should be god-given, and most surely god-given of all human things inasmuch as it is the best. But this question would perhaps be more appropriate to another inquiry; happiness seems, however, even if it is not god-sent but comes as a result of virtue and some process of learning and training, to be among the most god-like things; for that which is the prize and end of virtue seems to be the best thing in the world, and something god-like and blessed.
So virtue is a purposive disposition, lying in a mean that is relative to us and determined by a rational principle, and by that which a prudent man would use to determine it. It is a mean between two kinds of vice, one of excess and the other of deficiency.
Anaximenes and Anaxagoras and Democritus say that its [the earth's] flatness is responsible for it staying still: for it does not cut the air beneath but covers it like a lid, which flat bodies evidently do: for they are hard to move even for the winds, on account of their resistance.
The aim of education is to make the pupil like and dislike what he ought....The little human animal will not at first have the right responses. It must be trained to feel pleasure, liking, disgust, and hatred at those things which really are pleasant, likable, disgusting, and hateful.
One who faces and who fears the right things and from the right motive, in the right way and at the right time, posseses character worthy of our trust and admiration.