Whatsoever that be within us that feels, thinks, desires, and animates, is something celestial, divine, and, consequently, imperishable.

Since the branch of philosophy on which we are at present engaged differs from the others in not being a subject of merely intellectual interest — I mean we are not concerned to know what goodness essentially is, but how we are to become good men, for this alone gives the study its practical value — we must apply our minds to the solution of the problems of conduct.

All teaching and all intellectual learning come about from already existing knowledge.

We have divided the Virtues of the Soul into two groups, the Virtues of the Character and the Virtues of the Intellect.

Whereas young people become accomplished in geometry and mathematics, and wise within these limits, prudent young people do not seem to be found. The reason is that prudence is concerned with particulars as well as universals, and particulars become known from experience, but a young person lacks experience, since some length of time is needed to produce it.

The rattle is a toy suited to the infant mind, and education is a rattle or toy for children of larger growth.

Democracy arose from men's thinking that if they are equal in any respect they are equal absolutely.