People think that morals are corrupted in schools; indeed they are at times corrupted, but such may be the case even at home.

et it is not to be concealed that there are some, who from certain notions of their own, disapprove of this almost public mode of instruction.

I do not disapprove, however, the practice, which is well known, of giving children, for the sake of stimulating them to learn, ivory figures of letters to play with, or whatever else can be invented, in which that infantine age may take delight, and which may be pleasing to handle, look at, or name.

Nor let those parents, who have not had the fortune to get learning themselves, bestow the less care on the instruction of their children, but let them, on this very account, be more solicitous as to other particulars.

The study of Latin ought, therefore, to follow at no long interval, and soon after to keep pace with the Greek; thus it will happen that when we have begun to attend to both tongues with equal care, neither will impede the other.

Still it must be allowed that learning does take away something, as the file takes something from rough metal, the whetstone from blunt instruments, and age from wine; but it takes away what is faulty, and that which learning has polished is less only because it is better.

Therefore, a child is to be admonished, as early as possible, that he must do nothing too eagerly, nothing dishonestly, nothing without self-control, and we must always keep in mind the maxim of Virgil, Adeo in teneris consuescere multum est, "of so much importance is the acquirement of habit in the young."

Do not players on the harp, for example, exert their memory and attend to the sound of their voice and the various inflections of it, while at the same time they strike part of the strings with their right hand and pull, stop, or let loose others with their left, while not even their foot is idle, but beats time to their playing, all these acts being done simultaneously

And let no one suppose that I claim that just living can be taught;(25) for, in a word, I hold that there does not exist an art of the kind which can implant sobriety and justice in depraved natures. Nevertheless, I do think that the study of political discourse can help more than any other thing to stimulate and form such qualities of character.

For ability, whether in speech or in any other activity, is found in those who are well endowed by nature and have been schooled by practical experience

practical experience or to the native ability of the student, but undertake to transmit the science of discourse as simply as they would teach the letters of the alphabet, not having taken trouble to examine into the nature of each kind of knowledge

charging that I corrupt young men

I beg you, then, neither to credit nor to discredit what has been said to you until you have heard to the end what I also have to say, bearing it in mind that there would have been no need of granting to the accused the right of making a defense, had it been possible to reach a just verdict from the arguments of the accuser.

For men who have been gifted with eloquence by nature and by fortune, are governed in what they say by chance, and not by any standard of what is best, whereas those who have gained this power by the study of philosophy and by the exercise of reason never speak without weighing their words, and so are less often in error as to a course of action. Therefore, it behoves all men to want to have many of their youth engaged in training to become speakers

Please, then, to remember that there are two processes of training all things, including body and soul; in the one, as we said, we treat them with a view to pleasure, and in the other with a view to the highest good, and then we do not indulge but resist them: was not that the distinction which we drew? CALLICLES: Very true. SOCRATES: And the one which had pleasure in view was just a vulgar flattery:—was not that another of our conclusions? CALLICLES: Be it so, if you will have it. SOCRATES: And the other had in view the greatest improvement of that which was ministered to, whether body or soul? CALLICLES: Quite true. SOCRATES: And must we not have the same end in view in the treatment of our city and citizens? Must we not try and make them as good as possible?

还记得小时候的《思想品德》课么？它是道德教育的一种，但不是道德教育的全部。转型期的中国需要怎样的道德教育？全球化的时代是否需要全球普世道德？本周中国教育论坛邀请到了哈佛大学资深科学家和研究员魏毅先生来与我们共同探讨道德教育的话题。