Book, Paragraph

 1      I, XIII |         children must be trained by education with an eye to the constitution,
 2     II, V    |            made into a community by education; and it is strange that
 3     II, V    |           the author of a system of education which he thinks will make
 4     II, V    |             that, having so good an education, the citizens will not need
 5     II, V    |            but then he confines his education to the guardians. Again,
 6     II, V    |           to this, what will be the education, form of government, laws
 7     II, VI   |         women ought to share in the education of the guardians, and to
 8     II, VI   |          with discussions about the education of the guardians. In the
 9     II, VI   |             there is to be the same education; the citizens of both are
10     II, VII  |     impossible, unless a sufficient education is provided by the laws.
11     II, VII  |           equal property, but equal education. Still he should tell precisely
12    III, IV   |           persons say that even the education of the ruler should be of
13    III, IV   |         though there were a special education needed by a ruler. If then
14    III, XIII |             as I have already said, education and virtue have superior
15    III, XVIII|             by a king, and the same education and the same habits will
16     IV, IV   |        their wealth, birth, virtue, education, and similar differences.~
17     IV, V    |            democratic, owing to the education and habits of the people
18     IV, VIII |        oligarchy, because birth and education are commonly the accompaniments
19     IV, IX   |        youth receive a democratical education. For the sons of the poor
20     IV, XI   |            ordinary persons, nor an education which is exceptionally favored
21     IV, XII  |             I mean freedom, wealth, education, good birth, and by quantity,
22      V, IX   |  constitutions is the adaptation of education to the form of government,
23      V, IX   |            are trained by habit and education in the spirit of the constitution,
24      V, XI   |          allow common meals, clubs, education, and the like; he must be
25      V, XII  |          men who will not submit to education; in which latter particular
26     VI, II   | characterized by birth, wealth, and education, the notes of democracy
27    VII, II   |             and Crete the system of education and the greater part of
28    VII, XIII |              An else is the work of education; we learn some things by
29    VII, XIV  |            or be permanent. For the education of the citizens will necessarily
30    VII, XIV  |      different. And therefore their education must be the same and also
31    VII, XIV  |            every age which requires education should be trained. Whereas
32    VII, XIV  |            have given them laws and education with a view to all the virtues,
33    VII, XVI  |      carefully when we speak of the education of children, and we will
34    VII, XVII |        effeminate. The Directors of Education, as they are termed, should
35    VII, XVII |         exertions. The Directors of Education should have an eye to their
36    VII, XVII |           strong wine; by that time education will have armed them against
37    VII, XVII |             with reference to which education has to be divided, from
38    VII, XVII |             nature are what art and education seek to fill up.~Let us
39   VIII, I    |          attention above all to the education of youth; for the neglect
40   VIII, I    |           youth; for the neglect of education does harm to the constitution
41   VIII, I    |            end, it is manifest that education should be one and the same
42   VIII, I    |            their children, and make education the business of the state.~
43   VIII, II   |                             II~That education should be regulated by law
44   VIII, II   |            character of this public education, and how young persons should
45   VIII, II   |         Neither is it clear whether education is more concerned with intellectual
46   VIII, III  |           The customary branches of education are in number four; they
47   VIII, III  |       originally it was included in education, because nature herself,
48   VIII, III  |            branches of learning and education which we must study merely
49   VIII, III  |         fathers admitted music into education, not on the ground either
50   VIII, III  |             that there is a sort of education in which parents should
51   VIII, III  |             traditional branches of education. Further, it is clear that
52   VIII, III  |             Now it is clear that in education practice must be used before
53   VIII, IV   |             we have often repeated, education should not be exclusively,
54   VIII, IV   |             neglect their necessary education, in reality vulgarize them;
55   VIII, IV   |       rivals who compete with their education; formerly they had none.~
56   VIII, IV   |     exercises should be employed in education, and that for children they
57   VIII, V    |           or is not to be a part of education. Of the three things mentioned
58   VIII, V    |              which does it produce?—education or amusement or intellectual
59   VIII, V    |           writers on this branch of education, and they confirm their
60   VIII, V    |    therefore be introduced into the education of the young. The study
61   VIII, VI   |             to the infant mind, and education is a rattle or toy for children
62   VIII, VI   |         from these have passed into education. Let the young practice
63   VIII, VI   |             not to be admitted into education, but only such as will make
64   VIII, VI   |            or of the other parts of education. Besides, the flute is not
65   VIII, VI   |           introduced the flute into education. At Lacedaemon there was
66   VIII, VI   |            the professional mode of education in music (and by professional
67   VIII, VII  |             modes, and their use in education. Shall we use them all or
68   VIII, VII  |       practice music with a view to education, or shall it be some other?
69   VIII, VII  |          these have respectively on education, and whether we should prefer
70   VIII, VII  |  considerable experience of musical education, to these we would refer
71   VIII, VII  |             say, with a view to (1) education, (2) purgation (the word "
72   VIII, VII  |         them in the same manner. In education the most ethical modes are
73   VIII, VII  |            But, for the purposes of education, as I have already said,
74   VIII, VII  | philosophers who have had a musical education. The Socrates of the Republic
75   VIII, VII  |      rejecting the relaxed modes in education under the idea that they
76   VIII, VII  |       elements both of order and of education. Thus it is clear that education
77   VIII, VII  |    education. Thus it is clear that education should be based upon three