Greatness of Soul seems therefore to be as it were a crowning ornament of the virtues; it enhances their greatness, and it cannot exist without them. Hence it is hard to be truly great-souled, for greatness of soul is impossible without moral nobility.
Great and frequent reverses can crush and mar our bliss both by the pain they cause and by the hindrance they offer to many activities. Yet nevertheless even in adversity nobility shines through, when a man endures repeated and severe misfortune with patience, not owing to insensibility but from generosity and greatness of soul.
Happiness does not consist in amusement. In fact, it would be strange if our end were amusement, and if we were to labor and suffer hardships all our life long merely to amuse ourselves.... The happy life is regarded as a life in conformity with virtue. It is a life which involves effort and is not spent in amusement.
The good lawgiver should inquire how states and races of men and communities may participate in a good life, and in the happiness which is attainable by them.
Hence poetry is something more philosophic and of graver import than history, since its statements are of the nature rather of universals, whereas those of history are singulars.
Teachers, who educate children, deserve more honour than parents, who merely gave them birth; for the latter provided mere life, while the former ensure a good life.
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.