That education should be regulated by law and should be an affair of state is not to be denied, but what should be the character of this public education, and how young persons should be educated, are questions which remain to be considered. As things are, there is disagreement about the subjects. For mankind are by no means agreed about the things to be taught, whether we look to virtue or the best life. Neither is it clear whether education is more concerned with intellectual or with moral virtue.
Happiness is a thing honored and perfect. This seems to be borne out by the fact that it is a first principle or starting-point, since all other things that all men do are done for its sake; and that which is the first principle and cause of things good we agree to be something honorable and divine.
If there is some end of the things we do, which we desire for its own sake, clearly this must be the good. Will not knowledge of it, then, have a great influence on life? Shall we not, like archers who have a mark to aim at, be more likely to hit upon what we should? If so, we must try, in outline at least, to determine what it is.
Different men seek after happiness in different ways and by different means, and so make for themselves different modes of life and forms of government.
It must not be supposed that happiness will demand many or great possessions; for self-sufficiency does not depend on excessive abundance, nor does moral conduct, and it is possible to perform noble deeds even without being ruler of land and sea: one can do virtuous acts with quite moderate resources. This may be clearly observed in experience: private citizens do not seem to be less but more given to doing virtuous actions than princes and potentates. It is sufficient then if moderate resources are forthcoming; for a life of virtuous activity will be essentially a happy life.
The duty of rhetoric is to deal with such matters as we deliberate upon without arts or systems to guide us, in the hearing of persons who cannot take in at a glance a complicated argument or follow a long chain of reasoning.