That In The Soul Which Is Called

. . . The Man Is Free, We Say, Who Exists For His Own Sake And Not For Another's.

Yet The True Friend Of The People Should See That They Be Not Too Poor, For Extreme Povery Lowers The Character Of The Democracy; Measures Therefore Should Be Taken Which Will Give Them Lasting Prosperity; And As This Is Equally The Interest Of All Classes, The Proceeds Of The Public Revenues Should Be Accumulated And Distributed Among Its Poor, If Possible, In Such Quantities As May Enable Them To Purchase A Little Farm, Or, At Any Rate, Make A Beginning In Trade Or Husbandry.

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.

...we Are All Inclined To ... Direct Our Inquiry Not By The Matter Itself, But By The Views Of Our Opponents; And, Even When Interrogating Oneself, One Pushes The Inquiry Only To The Point At Which One Can No Longer Offer Any Opposition. Hence A Good Inquirer Will Be One Who Is Ready In Bringing Forward The Objections Proper To The Genus, And That He Will Be When He Has Gained An Understanding Of The Differences.

In A Word, Acts Of Any Kind Produce Habits Or Characters Of The Same Kind. Hence We Ought To Make Sure That Our Acts Are Of A Certain Kind; For The Resulting Character Varies As They Vary. It Makes No Small Difference, Therefore, Whether A Man Be Trained In His Youth Up In This Way Or That, But A Great Difference, Or Rather All The Difference.