Some vices miss what is right because they are deficient, others because they are excessive, in feelings or in actions, while virtue finds and chooses the mean.

Those who merely possess the goods of fortune may be haughty and insolent; . . . they try to imitate the great-souled man without being really like him, and only copy him in what they can, reproducing his contempt for others but not his virtuous conduct. For the great-souled man is justified in despising other people - his estimates are correct; but most proud men have no good ground for their pride.

Misfortune shows those who are not really friends.

Youth should be kept strangers to all that is bad, and especially to things which suggest vice or hate. When the five years have passed away, during the two following years they must look on at the pursuits which they are hereafter to learn. There are two periods of life with reference to which education has to be divided, from seven to the age of puberty, and onwards to the age of one and twenty.

We must speak first about the division of land and about those who cultivate it: who should they be and what kind of person? We do not agree with those who have said that property should be communally owned, but we do believe that there should be a friendly arrangement for its common use, and that none of the citizens should be without means of support.

Wonder implies the desire to learn.

The legislator should direct his attention above all to the education of youth; for the neglect of education does harm to the constitution. The citizen should be molded to suit the form of government under which he lives. For each government has a peculiar character which originally formed and which continues to preserve it. The character of democracy creates democracy, and the character of oligarchy creates oligarchy.