That which most contributes to the permanence of constitutions is the adaptation of education to the form of government, and yet in our own day this principle is universally neglected. The best laws, though sanctioned by every citizen of the state, will be of no avail unless the young are trained by habit and education in the spirit of the constitution.
The life of theoretical philosophy is the best and happiest a man can lead. Few men are capable of it and then only intermittently. For the rest there is a second-best way of life, that of moral virtue and practical wisdom.
What has soul in it differs from what has not, in that the former displays life. Now this word has more than one sense, and provided any one alone of these is found in a thing we say that thing is living. Living, that is, may mean thinking or perception or local movement and rest, or movement in the sense of nutrition, decay and growth. Hence we think of plants also as living, for they are observed to possess in themselves an originative power through which they increase or decrease in all spatial directions.
Every man should be responsible to others, nor should anyone be allowed to do just as he pleases; for where absolute freedom is allowed there is nothing to restrain the evil which is inherent in every man. But the principle of responsibility secures that which is the greatest good in states; the right persons rule and are prevented from doing wrong, and the people have their due. It is evident that this is the best kind of democracy, and why? because the people are drawn from a certain class.
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.
But since there is but one aim for the entire state, it follows that education must be one and the same for all, and that the responsibility for it must be a public one, not the private affair which it now is, each man looking after his own children and teaching them privately whatever private curriculum he thinks they ought to study.
Of the modes of persuasion furnished by the spoken word there are three kinds. The first kind depends on the personal character ofthe speaker; the second on putting the audience into a certain frame of mind; the third on the proof, provided by the words of the speech itself.
If the poor, for example, because they are more in number, divide among themselves the property of the rich,- is not this unjust? . . this law of confiscation clearly cannot be just.
To give away money is an easy matter and in any man's power. But to decide to whom to give it and how large and when, and for what purpose and how, is neither in every man's power nor an easy matter.
...the life which is best for men, both separately, as individuals, and in the mass, as states, is the life which has virtue sufficiently supported by material resources to facilitate participation in the actions that virtue calls for.
The good lawgiver should inquire how states and races of men and communities may participate in a good life, and in the happiness which is attainable by them.