There were three important facts in the environment of the Greek youth to which the educator had to assist the student to adapt himself. The way in which the intelligent person faced these facts was the meaning of liberal education in Aristotle’s time. There was first a psychological fact. Popular myth was ceasing to function as an explanation of the processes of nature and as a basis for the control of behavior. Fortunately for the Greeks, no priestly class had gained control of their spiritual life. Stories of the doings of the gods were coming to be regarded as mere poetry, in the modern sense of the term. Philosophers did not hesitate to subject religious beliefs to the judgment of reason. The assertion had been made that “Man is the measure of all things.” A spirit of intellectual freedom prevailed that was unique in ancient times, I might say in any time. There was a disposition to investigate, to classify natural phenomena, to speculate upon their nature and causes. Men were faced with the necessity of thinking their experience through to find meanings which elsewhere were a matter of myth and folkway. Thought must be clarified and made exact if behavior was to be guided by reason. Philosophy, which included the beginnings of science, and education were almost the same thing,--the search for the good life. I will discuss this point further in a later lecture. The second fact concerning which the Greek youth must learn to behave intelligently was political in its nature. It was the existence of an aristocratic democracy in which as a citizen he must participate with important results for both himself and the state. The free citizen must have learned to judge what is good.