The last half of the fifth century is often called with good reason the “Age of the Sophists.” We must understand clearly just what we mean by this term as applied to the men of this time, for today the word sophist has an unfavorable connotation. The Sophists of the fifth century neither formed a philosophic school nor were they charlatans. The most prominent among them was Protagoras of Abdera whose ability and character is shown by the fact that Pericles selected him to draw up the laws for Thurii in 444-43 B.C. Gorgias of Leontini in Sicily enjoyed such high reputation that in 427 he was sent at the head of an embassy to Athens. These Sophists were simply men devoted to the pursuit of wisdom, frequently professional teachers who undertook to give a general culture, to train their pupils to take part in society and the state. For the old training which had been gained by observation they substituted a formal discipline; they offered instruction in rhetoric, politics, music, in short in all the higher branches, as we should call them. But they had no unity of doctrine. By the close of the fifth century they had fallen somewhat into disrepute and were under suspicion, since in the Athenian state all the youths who could afford to pay the fees which these professional teachers charged belonged to the aristocratic class, which frequently voted against the democracy. The Sophists owed their great influence to the fact that they met an actual need in the small society of Athens which included an unusual number of men with eager alert minds and great intellectual curiosity. Now it should be observed that rhetoric, which formed a considerable part of the new education introduced by these professional teachers since political life was the chief career open to a young Athenian, led to habits of examination, analysis, and definition. We are all familiar with the fact that any attempt to analyze and define customary beliefs and practices is pretty certain to detect inconsistencies unobserved before; to lead, at first at least, to confusion and to doubt as to the validity of the practice or belief under consideration; and that when applied to traditional morality or religion it is likely to loosen the obligations which men have hitherto regarded. For illustrations of this truth we have only to look about us and to see how in this generation, as in the generations of our fathers, long accepted beliefs have crumbled before examination, as for example the institution of slavery, the justice of which few questioned a century and a quarter ago. So it was inevitable that in Athens some of the effects of the sophistic teaching should be destructive. And these effects were exaggerated by the great store which was set on skill in disputation. When moral or religious themes were under discussion, the point at issue was not the value of this or that position, but rather the relative skill of the disputants. We are so