in the “Hermes” and the Aeginetan figures: the skilled fingers and the imaginative brains which used the tools are for ever beyond the reach of the scholar and the archæologist. The “Hermes,” with his physical perfection and his plenitude of intellect, with the features of an artist and the brow of a thinker, may be taken as the ideal of the fully developed Athenian education of the early fourth century B.C. The Aeginetan figures stand in the same relation to the Spartan and Cretan schools; these heroic figures have the bodily harmoniousness, the narrow if deep thought, the hardness of the Dorian temper. Perhaps it is not fanciful to see in the so-called “Theseus” of the Parthenon an earlier ideal of Athenian training, when it aimed at rather less of dreamy contemplation, at a less sensuous and more strenuous mode of life. If this be so, that glorious figure bodies forth the very ideal of Periclean and Imperial Athens at her grandest moment, before the ruin caused by the long war with Sparta. The stream of Hellenism ran in two currents. Underlying the local diversity, which made every little town ethically and artistically distinct from its neighbour, was the fundamental difference between Dorian and Ionian. Clearly marked in every aspect of life, this difference was most marked in the schools. Sparta and Crete on the one hand, and Athens, followed closely by her Ionian and Aeolic allies and at a greater distance by the rest of civilised Hellas, on the other, develop totally different types of education. The young Spartan is enrolled at a fixed age in a boarding-school: everything he learns or does is under State-supervision. Perfect grace and harmony of body is his sole object: he is hardly taught his letters or numbers. The young Athenian goes to school when and where his parents like; learns, within certain wide limits, what they please; ends his schooling when they choose. He learns his letters and arithmetic, studies literature and music, and, at a later date, painting, besides his athletic exercises, at a day-school. When he grows older, he may add rhetoric or philosophy or science or any subject he pleases to this earlier course. The State interferes only to protect his morals, and to enforce upon him two years of military training between the ages of eighteen and twenty.