We now have as an additional document on the same side, the newly discovered _Polity of the Athenians_[121:2], which, whether it be really Aristotle's work or not, certainly was quoted as such freely by Plutarch, and represents the opinions of the early Peripatetic school. Nothing is stranger in the book than the depreciation of Pericles, as the founder of the extreme democracy of Athens, and the praise of Thucydides (son of Melesias), Nicias, and Theramenes, as the worthiest and best of the later politicians,--Theramenes especially, whose shiftiness is explained as the opposition of a wise and temperate man to all extremes, while he was content to live under any moderate government.[122:1] [Sidenote: even though their suffrage was necessarily restricted.] I have already pointed out what important differences in the notions of democracy--the absence of all idea of representation, of all delay or control by a second legislative body, of the veto of a constitutional sovran--make this strong and consistent verdict not applicable by analogy to modern republics. Not that I reject Hellenic opinion as now of no value--far from it; but if we argue from analogy, we are bound to show where the analogy fits, and where it fails,--above all to acknowledge the latter cases honestly. For we are not advocates pleading a cause, but inquirers seeking the truth from the successes and the sufferings of older men of like passions with ourselves. [Sidenote: (2) Education to be a State affair.] [Sidenote: Polybius' astonishment at the Roman disregard of it.] § 51. Secondly, the education of the citizens should not be left to the sense of responsibility in parents, or to the private enterprise of professional teachers, but should be both organized and controlled by the State[123:1]. So firmly was this principle engrained into Greek political thinkers that Polybius, who came at the close of all their rich experience, and whose opinion is in many respects more valuable than any previous one, expresses his astonishment how the Romans, a thoroughly practical and sensible people, and moreover eminently successful, could venture to leave out of all public account the question of education, and allow it to be solved by each parent as he thought fit. He pointed out this as the most profound existing contrast to the notions of Greek thinkers[123:2]. [Sidenote: The practical result in Rome.] We know very well how the Roman aristocracy in their best days solved the matter; but we must deeply regret that there are no statistics, or even information, how the poorer classes at Rome fared in comparison with the Greeks. National education in Greece was certainly on a far higher level; but here again we have an old civilization to compare with a new one, and must beware of rash inferences.