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.
Since we think we understand when we know the explanation, and there are four types of explanation (one, what it is to be a thing; one, that if certain things hold it is necessary that this does; another, what initiated the change; and fourth, the aim), all these are proved through the middle term.
Friends hold a mirror up to each other; through that mirror they can see each other in ways that would not otherwise be accessible to them, and it is this mirroring that helps them improve themselves as persons.
Just as at the Olympic games it is not the handsomest or strongest men who are crowned with victory but the successful competitors, so in life it is those who act rightly who carry off all the prizes and rewards.
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.
Even if we could suppose the citizen body to be virtuous, without each of them being so, yet the latter would be better, for in the virtue of each the virtue of all is involved.
What we know is not capable of being otherwise; of things capable of being otherwise we do not know, when they have passed outsideour observation, whether they exist or not. Therefore the object of knowledge is of necessity. Therefore it is eternal; for things that are of necessity in the unqualified sense are all eternal; and things that are eternal are ungenerated and imperishable.