Let us describe the education of our men. What then is the education to be? Perhaps we could hardly find a better than that which the experience of the past has already discovered, which consists, I believe, in gymnastic, for the body, and music for the mind.
Rhythm and melody enter into the soul of the well-instructed youth and produce there a certain mental harmony hardly obtainable in any other way. . . . thus music, too, is concerned with the principles of love in their application to harmony and rhythm.
It was Plato, according to Sosigenes, who set this as a problem for those concerned with these things, through what suppositions of uniform and ordered movements the appearances concerning the movements of the wandering heavenly bodies could be preserved.
A person who is good for anything ought not to calculate the chance of living or dying; he or she ought only to consider whether in doing anything he or she is doing right or wrong- acting the part of a good person or a bad person.
Do you, like a skilful weigher, put into the balance the pleasures and the pains, near and distant, and weigh them, and then say which outweighs the other? If you weigh pleasures against pleasures, you of course take the more and greater; or if you weigh pains against pains, then you choose that course of action in which the painful is exceeded by the pleasant, whether the distant by the near or the near by the distant; and you avoid that course of action in which the pleasant is exceeded by the painful.