by the
number seven [1337a] are in general wrong: it is much better to follow
the division of nature; for every art and every instruction is intended
to complete what nature has left defective: we must first consider if
any regulation whatsoever is requisite for children; in the next place,
if it is advantageous to make it a common care, or that every one should
act therein as he pleases, which is the general practice in most cities;
in the third place, what it ought to be.

BOOK VIII

CHAPTER I

No one can doubt that the maigstrate ought greatly to interest himself
in the care of youth; for where it is neglected it is hurtful to the
city, for every state ought to be governed according to its particular
nature; for the form and manners of each government are peculiar to
itself; and these, as they originally established it, so they usually
still preserve it. For instance, democratic forms and manners a
democracy; oligarchic, an oligarchy: but, universally, the best manners
produce the best government. Besides, as in every business and art there
are some things which men are to learn first and be made accustomed to,
which are necessary to perform their several works; so it is evident
that the same thing is necessary in the practice of virtue. As there is
one end in view in every city, it is evident that education ought to be
one and the same in each; and that this should be a common care, and
not the individual's, as it now is, when every one takes care of his own
children separately; and their instructions are particular also, each
person teaching them as they please; but what ought to be engaged in
ought to be common to all. Besides, no one ought to think that any
citizen belongs to him in particular, but to the state in general; for
each one is a part of the state, and it is the natural duty of each part
to regard the good of the whole: and for this the Lacedaemonians may be
praised; for they give the greatest attention to education, and make
it public. It is evident, then, that there should be laws concerning
education, and that it should be public.

CHAPTER II

What education is, and how children ought to be instructed, is what
should be well known; for there are doubts concerning the business of
it, as all people do not agree in those things they would have a child
taught, both with respect to their improvement in virtue and a happy
life: nor is it clear whether the object of it should b