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.

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.

He is his own best friend and takes delight in privacy whereas the man of no virtue or ability is his own worst enemy and is afraid of solitude.

It has been handed down in mythical form from earliest times to posterity, that there are gods, and that the divine (Deity) compasses all nature. All beside this has been added, after the mythical style, for the purpose of persuading the multitude, and for the interests of the laws, and the advantage of the state.

We give up leisure in order that we may have leisure, just as we go to war in order that we may have peace.

Art takes nature as its model.

It is evident, then, that there is a sort of education in which parents should train their sons, not as being useful or necessary, but because it is liberal or noble.