should be regular enough for beauty, not so regular as to make defensive warfare difficult. Walls are a practical necessity (c. 11). It is well that the arrangement of the buildings in the city should be carefully thought out (c. 12).
cc. 13—17. The Educational System of the Ideal State, its aim, and early stages.
The nature and character of the citizens must be determined with reference to the kind of happiness which we desire them to pursue. Happiness was defined in the Ethics as the perfect exercise of virtue, the latter term being understood not in the conditional, but in the absolute sense. Now a man acquires virtue of this kind by the help of nature, habit, and reason (c. 13). Habit and reason are the fruits of education, which must therefore be discussed.
The citizens should be educated to obey when young and to rule when they are older. Rule is their ultimate and highest function. Since the good ruler is the same as the good man, our education must be so framed as to produce the good man. It should develop all man's powers and fit him for all the activities of life; but the highest powers and the highest activities must be the supreme care of education. An education which is purely military, like the Laconian, neglects this principle (c. 14). The virtues of peace (intellectual culture, temperance, justice) are the most necessary for states and individuals; war is nothing but a means towards securing peace. But education must follow the natural order of human development, beginning with the body, dealing next with the appetites, and training the intellect last of all (c. 15).
To produce a healthy physique the legislator must fix