It is just that we should be grateful, not only to those with whose views we may agree, but also to those who have expressed more superficial views; for these also contributed something, by developing before us the powers of thought.
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.
It is the activity of the intellect that constitutes complete human happiness - provided it be granted a complete span of life, for nothing that belongs to happiness can be incomplete.
And what has come to prevail in democracies is the very reverse of beneficial, in those, that is, which are regarded as the most democratically run. The reason for this lies in the failure properly to define liberty. For there are two marks by which democracy is thought to be defined: "sovereignty of the majority" and "liberty." "Just" is equated with what is equal, and the decision of the majority as to what is equal is regarded as sovereign; and liberty is seen in terms of doing what one wants.
We are not angry with people we fear or respect, as long as we fear or respect them; you cannot be afraid of a person and also at the same time angry with him.
Most persons think that a state in order to be happy ought to be large; but even if they are right, they have no idea of what is a large and what a small state.... To the size of states there is a limit, as there is to other things, plants, animals, implements; for none of these retain their natural power when they are too large or too small, but they either wholly lose their nature, or are spoiled.