In practical matters the end is not mere speculative knowledge of what is to be done, but rather the doing of it. It is not enough to know about Virtue, then, but we must endeavor to possess it, and to use it, or to take any other steps that may make.
Men are divided between those who are as thrifty as if they would live forever, and those who are as extravagant as if they were going to die the next day.
...in this way the structure of the universe- I mean, of the heavens and the earth and the whole world- was arranged by one harmony through the blending of the most opposite principles.
All men agree that a just distribution must be according to merit in some sense; they do not all specify the same sort of merit, but democrats identify it with freemen, supporters of oligarchy with wealth (or noble birth), and supporters of aristocracy with excellence.
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.
Whereas happiness is the highest good, being a realization and perfect practice of virtue, which some can attain, while others have little or none of it, the various qualities of men are clearly the reason why there are various kinds of states and many forms of government; for different men seek after happiness in different ways and by different means, and so make for themselves different modes of life and forms of government.
[I]t is rather the case that we desire something because we believe it to be good than that we believe a thing to be good because we desire it. It is the thought that starts things off.